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["USAID Higher Education Landscape Analysis Evidence Map"]
["Region","Learning Agenda Theme"]
[null,"Management and Financing of Systems and Institutions",null,"Academic Programs",null,null,"Research and Innovation","HEI Outreach and Engagement",null,"Access, Equity, and Student Services"]
[null,"Learning Agenda Question"]
[null,"1. How can Higher Education (HE) systems and institutions become more strategic in planning, implementing, and monitoring core activities (e.g., enrollment, academic programs, research, and outreach)?\n","2. How can financing of HE systems and institutions become more sustainable?","3. How can the viability and effectiveness of online and other forms of distance education be improved?","4. How can skills or competencies (e.g., technical and soft skills) for employability best be identified, analyzed, and incorporated into curricula, teaching, and learning?","5. How can the practice and culture of teaching become more learner-centered?","6. How can HE systems and Higher Education Institutions (HEIs) play a more active role in development and strengthening of national and regional innovation ecosystems?","7. How can HEIs collaborate most effectively with the private sector to enhance the relevance and quality of teaching and learning, and research and innovation?","8. How can USAID best partner with HEIs to make use of local knowledge and expertise?","9. How can HE access, retention, and completion rates be improved for underrepresented populations (e.g., women, indigenous and marginalized populations, and people with disabilities)?","10. What institutional and behavioral changes are needed to improve gender awareness and gender equity?"]
["Africa",{"$f":"'1 - Africa'!E1","v":21},{"$f":"'2 - Africa'!E1","v":11},{"$f":"'3 - Africa'!E1","v":26},{"$f":"'4 - Africa'!E1","v":25},{"$f":"'5 - Africa'!E1","v":18},{"$f":"'6 - Africa'!E1","v":10},{"$f":"'7 - Africa'!E1","v":22},{"$f":"'8 - Africa'!E1","v":13},{"$f":"'9 - Africa'!E1","v":26},{"$f":"'10 - Africa'!E1","v":14}]
["Asia",{"$f":"'1 - Asia'!E1","v":10},{"$f":"'2 - Asia'!E1","v":8},{"$f":"'3 - Asia'!E1","v":35},{"$f":"'4 - Asia'!E1","v":22},{"$f":"'5 - Asia'!E1","v":41},{"$f":"'6 - Asia'!E1","v":14},{"$f":"'7 - Asia'!E1","v":26},{"$f":"'8 - Asia'!E1","v":5},{"$f":"'9 - Asia'!E1","v":18},{"$f":"'10 - Asia'!E1","v":10}]
["Europe and Eurasia",{"$f":"'1 - E&E'!E1","v":1},{"$f":"'2 - E&E'!E1","v":1},{"$f":"'3 - E&E'!E1","v":3},{"$f":"'4 - E&E'!E1","v":2},{"$f":"'5 - E&E'!E1","v":0},{"$f":"'6 - E&E'!E1","v":0},{"$f":"'7 - E&E'!E1","v":2},{"$f":"'8 - E&E'!E1","v":4},{"$f":"'9 - E&E'!E1","v":4},{"$f":"'10 - E&E'!E1","v":1}]
["Latin America and the Carribbean",{"$f":"'1 - LAC'!E1","v":6},{"$f":"'2 - LAC'!E1","v":3},{"$f":"'3 - LAC'!E1","v":7},{"$f":"'4 - LAC'!E1","v":8},{"$f":"'5 - LAC'!E1","v":6},{"$f":"'6 - LAC'!E1","v":4},{"$f":"'7 - LAC'!E1","v":11},{"$f":"'8 - LAC'!E1","v":2},{"$f":"'9 - LAC'!E1","v":12},{"$f":"'10 - LAC'!E1","v":2}]
["Middle East",{"$f":"'1 - ME'!E1","v":6},{"$f":"'2 - ME'!E1","v":2},{"$f":"'3 - ME'!E1","v":2},{"$f":"'4 - ME'!E1","v":2},{"$f":"'5 - ME'!E1","v":4},{"$f":"'6 - ME'!E1","v":3},{"$f":"'7 - ME'!E1","v":4},{"$f":"'8 - ME'!E1","v":0},{"$f":"'9 - ME'!E1","v":1},{"$f":"'10 - ME'!E1","v":1}]
["Global",{"$f":"'1 - Global'!E1","v":13},{"$f":"'2 - Global'!E1","v":2},{"$f":"'3 - Global'!E1","v":20},{"$f":"'4 - Global'!E1","v":9},{"$f":"'5 - Global'!E1","v":8},{"$f":"'6 - Global'!E1","v":5},{"$f":"'7 - Global'!E1","v":5},{"$f":"'8 - Global'!E1","v":7},{"$f":"'9 - Global'!E1","v":13},{"$f":"'10 - Global'!E1","v":6}]
[]
[]
[null,"Color Coding Key: "]
[null,"Percentile",0,25,50,75,100]
[null,"Number of Collected Resources",{"$f":"PERCENTILE($B$6:$K$11,C15/100)","v":0},{"$f":"PERCENTILE($B$6:$K$11,D15/100)","v":2},6,13,41]

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["Title","Year","URL","Author","Source","Summary Text","Question","Annotation","Region","Tags","Custom4","Custom5"]
["Strategy to revitalize technical and vocational education and training (TVET) in Africa",2007,"https://www.academia.edu/25379014/Strategy_to_Revitalize_Technical_and_Vocational_Education_and_Training_TVET_in_Africa_Final_Draft","African Union","African Union: Department of Human Resource Science and Technology; Division of Human Resource and Youth","This document is not prescriptive. A credible Technical and Vocational Education and Training (TVET) strategy must necessarily fit into an individual country's socio-economic context. The intention here, therefore, is to present a strategic policy framework and a set of practical recommendations to inform national policies and action plans aimed at promoting quality and relevant technical and vocational education and training.",1,"Interventions: various strategies to improve TVET education in Africa Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Africa","Africa,Ethiopia,Quality of education,Technical and vocational education and training,access,policy,recommendations"]
["Innovative management for organizational sustainability in higher education",2016,"https://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2014-0120/full/html","Barnard, Zenia; Van der Merwe, Derek","International Journal of Sustainability in Higher Education","The purpose of this paper is to provide an overview of the innovative management strategies at the University of Johannesburg (UJ) during volatile post-merger years, in its quest for a sustainable future. It illustrates how the institution went from a place of relative uncertainty and volatility to a place of progression and stability by adapting to its environment and challenging circumstances. Design/methodology/approach ‚Äì A holistic and inter-disciplinary approach is taken by the authors to demonstrate that organizational innovation and sustainability do not happen in isolation. The paper includes a literature review to contextualize the challenging environment in which the UJ was established and functions. A brief description of the strategic goals of the university is provided as a framework from within which the innovative management activities were launched. Data and information from the UJ's stakeholder reports were used as measurement tools to determine the progress in reaching strategic targets. Findings ‚Äì Innovation in higher education reported on in this paper is a result of many planning sessions, policy and procedure formulations, brainstorming and benchmarking exercises, performance reviews, management interventions and statistical analyses. A set of necessary and sufficient conditions for innovation in sustainable development in higher education include decisive leadership on strategic direction; regular, flexible and inclusive planning; regular culture climate surveys; constant monitoring of progress; and strategic agility that is essential to promote innovation among the entire workforce. Originality/value ‚Äì The challenges, context and approaches provided in this paper serve as a frame of reference for other institutions of higher learning that face similar challenges in a dynamic, diverse and volatile environment.",1,"Interventions: many, including leadership on strategic direction; regular, flexible and inclusive planning; regular culture climate surveys; constant monitoring of progress; and strategic agility Region: Africa Evidence type: qualitative Confirmed: Carol Reyes","Africa","Advancement,Africa,Diversity,Higher education,Organizational sustainability,Strategic adaptation"]
["Universities and economic development in Africa",2011,"https://www.mendeley.com/catalogue/8f9a3ff7-0499-3e3e-8e33-6bed8c232097/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7B8c1bd701-0d51-4729-b3e5-c5354d4d58a9{\\%}7D","Cloete, Nico; Bailey, Tracy; Pillay, Pundy; Bunting, Ian; Maassen, Peter",null,"During the post-independence period, every African country has struggled with the vexing issue of the role of higher education in development. While many studies on higher education in Africa deal with this problematic indirectly, very few have actually taken it on directly. As a point of departure, the overall aim of the study was to investigate the complex relationships between higher education (specifically universities) and economic development in selected African countries with a focus on the context in which universities operate (political and socio-economic), the internal structure and dynamics of the universities themselves, and the interaction between the national and institutional contexts. In addition, the study aimed to identify those factors (practices, strategies) and conditions (context) ‚Äì at both national and institutional levels ‚Äì that facilitate or inhibit universities' ability to make a sustainable contribution to economic development.",1,"Interventions: strategies and programs for making universities engines of development Region: Africa Evidence type: case study Confirmed: Carol Reyes","Africa","Africa,Higher education,Mauritius,Mozambique,South Africa,Tanzania,Uganda,Universities,development,economic development,policy"]
["The triple helix of innovation : Towards a university-led development strategy for Africa",2007,"http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.526.3734","Etzkowitz, Henry; Dzisah, James","ATDF Journal","In knowledge-based societies, the interaction among a Triple Helix of university-industry-government is the source of innovation and development. Within a triple helix regime, university-government interactions can help jump-start the creation of firms if they are absent, or if present, expand their growth. The triple helix development model for Africa represents a radical departure from the conventional development models that has separated the three institutional spheres‚Äîhigher education, industry and government and has consistently left out universities from development strategies and policies. The paper outlines the triple helix model of innovation and development and the emerging entrepreneurial university model as an academic reform strategy in the developing world, whereby higher education is refocused on issues of development, entrepreneurship and innovation.",1,"Interventions: triple helix model of development that focuses on universities, government, and industry Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Africa","Africa,development agenda,educational institution,global knowledge economy,knowledge-based societies,organizational innovation,stable regulatory framework,traditional government activity,triple helix,university-government interaction,university-led development strategy,viable triple helix"]
["Technological learning and sustainability transition: the role of institutions of higher learning in Africa",2007,"https://doi.org/10.1787/9789264032101-7-en","Juma, Calestous","Integrating Science & Technology into Development Policies An International Perspective: An International Perspective","The aim of this paper is to explore the role of science, technology and innovation in sustainable development in Africa. It argues that much of the scientific and technological knowledge needed to help Africa improve its welfare while protecting the environment is available. What is needed is to create institutional mechanisms and build human resources needed to harness the knowledge and put it to effective use. In the age of international relief, donor governments worked closely with non-governmental organisations and their influence flourished. In a new era of emphasis on competence building and enhancement of human resources, higher learning institutions must play a greater role. International support should therefore go to strengthen the capacity of institutions of higher learning (referred herein for purposes of brevity as ‚Äúuniversities‚Äù) to solve local problems. The presentation focuses on the central role that universities can make in promoting sustainable development in Africa. Placing universities at the centre of economic renewal will entail adjustments in public policy in Africa and in international aid agencies. These changes will involve long periods of learning, but the first steps must be made without delay.",1,"Interventions: various strategies for making African universities sustainable Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Africa","Africa,Capacity building,Sustainable Development,donor governments,environment,human resources,innovation,institutional mechanisms,non-governmental organizations,science,technological knowledge"]
["Learning to make change: Developing innovation competence for recreating the African university of the 21st century",2006,"https://www.mendeley.com/catalogue/ad519e9f-5693-3b1c-899a-18f4ad86b245/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7Be58ea686-d195-4d0a-9742-2b4e7110c77e{\\%}7D","Kibwika, Paul","Learning to make change","This thesis describes and evaluates an experiment in transforming learning, research and consultancy in an African university, in the hope of making university research and training more innovative, and more able to influence wider processes of change in society. Current university education is oriented towards developing ‚Äúexperts‚Äù in specialised disciplines, but there is an increasing demand for the universities directly to influence change in development. Bridging a perceived gap between ‚Äúexperts‚Äù and ‚Äúchange makers‚Äù is at the core of what this thesis describes. Making change in society, it is argued, requires competences over and above technical expertise. These competences have to be learnt, and the learning starts with the university lecturers, hence the title of the thesis ‚ÄúLearning to make change‚Äù. The thesis specifically discusses a pilot programme in innovation competence development in the agriculture-related faculties of Makerere University in Uganda. This explains why the discussion in this thesis is focused on the agricultural context, but the application of the argument extends to other disciplines.",1,"Interventions: various interventions for promoting development-relevant innovations in universities Region: Africa Evidence type: case study Confirmed: Carol Reyes","Africa","Africa,change,competence,innovation,learning,relevance,university"]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan",null,"Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:",1,"Interventions: gender sensitive budget and many Many! Region: Africa Evidence type: qualitative Confirmed: Carol Reyes","Africa","Africa,Change management,Egypt,Ghana,Kenya,Madagascar,Mozambique,Nigeria,South Africa,Tanzania,Uganda,innovation,technolog,transformative learning"]
["Strategic planning of higher education institutions in Africa: A case study of the University of Dar-es-Salaam",2010,"https://linkinghub.elsevier.com/retrieve/pii/S1877042810011948","Luhanga, Matthew","Procedia - Social and Behavioral Sciences","Socio-economic and political changes which swept through Africa in the 1980s had a major impact on African universities; including the University of Dar-es-Salaam. In response to these changes, the University of Dar-es-Salaam embarked on a self-controlled strategic planning exercise starting in 1989. The model adopted by the University of Dar-es-Salaam and the lessons learnt are summarized in this paper.",1,"Interventions: strategic planning for African universities Region: Africa Evidence type: case study Confirmed: Carol Reyes","Africa","Africa,Dar-es-Salaam,Universities,political,socio-economic,strategic planning"]
["Leadership and management: Case studies in training in higher education in Africa",2015,"https://www.africanminds.co.za/leadership-and-management-case-studies-in-training-in-higher-education-in-africa/","Mouton, Johann; Wildschut, Lauren; Achanga, Pius; Bakuwa, Japhet; Effah, Paul; Frittelli, Claudia; Kasozi, A. B. K.; Mchome, Sifuni; Mkude, Daniel; Olupot, Emuron; Pocock, Robin; Sibuga, Kalunde Pilly",null,"Against the backdrop of major developments and shifts in higher education on the African continent and globally, it is clear that university leaders face many leadership and management challenges. This is the starting point of the book. More specific questions that need to be addressed are: 1. Have the challenges for leadership in higher education management been documented: not just the shifts in education, but the challenges and how leaders at universities have responded to these? 2. Very few of the training interventions on leadership and management in Africa have been well documented. There has been an increase in the number of interventions, but little evidence of lessons learnt. Hence a second question addressed in the book: What lesssons have we learnt from the three training programmes? The book commences with an introduction that sets the historical context for this initiative. The remainder of the book is divided into three main parts: Part One consists of two chapters: A review of African scholarship on university leadership and management and The history and landscape of HELM training in Africa. Part Two presents the ‚Äúdocumentation and lessons learnt‚Äù from the three Carnegie-funded country initiatives. Part Three consists of two chapters: the first describes in detail the monitoring and evaluation process that ran concurrently with the implementation of the country training programmes; the second reviews the uptake and impact of these programmes.",1,"Interventions: various Region: Africa Evidence type: mixed methods Confirmed: Carol Reyes","Africa","Africa,higher education,international donor agencies,training,university leadership"]
["Justifications for undertaking marketing orientation studies in higher learning institutions in Tanzania",2019,"https://www.ajol.info/index.php/majohe/article/view/193046","Muya, Francis; Tundui, Hawa","Makerere Journal of Higher Education","This paper was written with the major aim of presenting a number of issues which justify the undertaking of marketing orientation studies in Tanzania Higher Learning Institutions (HLIs). It was also the intention of the authors to give a brief picture of marketing practice in Tanzania environment and on the higher learning institutions. The information used in this paper was mainly collected through review of literatures on articles which focused on marketing orientation and higher learning institutions. The review of literature revealed that different aspects including challenges facing HLIs, sectoral variation, geographical concentrated literatures, qualitative based studies, review of literature based studies, single informants responses, small samples problems and limited responses limitations are major issues justifying undertaking a marketing orientation study in Tanzania HLIs.",1,"Interventions: marketing strategies for higher education Region: Africa Evidence type: narrative review of literature Confirmed: Carol Reyes","Africa","Africa,Marketing,Privatisation,Reform,Tanzania"]
["Managing change in higher education institutions in Tanzania: A historical perspective",2014,"https://ideas.repec.org/a/oec/edukaa/5jz8tqsd1vjh.html","Ngirwa, Coletha C.; Euwema, Martin; Babyegeya, Emmanuel; Stouten, Jeroen","Institutional Management in Higher Education","This paper examines the history of the management of the higher education sector in Tanzania. It reveals that government policies and management styles throughout the period from 1961 to the early 2000s created a culture of resistance within the higher education institutions, leading to struggles and many attempts to change the management of the sector. The authors analyse the effects of management practices in higher education and propose a model of institutional change that yields positive outcomes based on institutional needs and those of the academic faculty members.",1,"Interventions: institutional decentralization, participatory management Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes Note: No attachment","Africa","Africa,Institutional change,Tanzania,institutional culture,management of HE,policies,resistance"]
["Strategic approach for developing world-class universities in Egypt",2015,"https://files.eric.ed.gov/fulltext/EJ1083601.pdf","Ouda, Hanaa; Ahmed, Khadri","Journal of Education and Practice","In the past decade, the term “world-class university” “WCU” - also called “globally competitive universities”, “world-class”, “elite”, or “flagship” universities- has become a catch phrase, not simply for improving the quality of learning and research in higher education but also, more important, for developing the capacity to compete in the global higher education marketplace through the acquisition and creation of advanced knowledge. The main objectives of paper is to propose a strategic approach for developing world-class universities in Egypt, to achieve this objective the paper starts by attempting to construct an operational definition of a world class university. It then outlines the features of world class University, the requirements of the transformation into a world-class universities, the challenges involved in achieving world class universities, and the key problems and challenges of the Egyptian higher education system. Finally. The selected statistical population of the research are Higher Education experts [N=57], and a mix methods of conducting a questionnaire and interviews are used. The research questions are: 1- What does it mean to be a world-class university? 2-What are the essential features and characteristics of world-class university?3-How does the ecosystem influence the performance of universities?4-What are the present performance, problems and challenges of the Egyptian higher education system ? 5-What are the higher education reform initiatives in Egypt? 6-What are the requirements that could upgrade public Egyptian universities to world class universities? 7- What are the existing challenges of developing world-class universities?8-What Strategic approach is developed for Egypt to develop its world-class universities ? One-Sample Kolmogorov-Smirnov Test is used to analyze the data. Results: The result obtained in the study is to use the collaborative approach rather than to upgrade the present universities or create or merge.",1,"Interventions: various strategies and procedures for becoming a world-class university Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Africa","Egypt,North Africa,World-class universities,global university rankings,higher education"]
["Positioning universities as engines of innovation for sustainable development and transformation",2017,"https://www.jstor.org/stable/26640368","Zeleza, Paul Tiyambe","Journal of Higher Education in Africa / Revue de l'enseignement sup{\\'{e}}rieur en Afrique","This article seeks to place discourses about higher education and development in a comparative global context. It begins with brief reflections on development, by revisiting age-old debates about why some nations develop faster than others. This is an important backdrop to any meaningful discussion about the role of universities as engines of innovation for sustainable development and transformation. The article will focus mainly on the value proposition of university education and the ways in which this is reflected in its products, principally the quality of research and graduates. It will argue that, for universities to realize and sustain their institutional value, they need enabling resources, capacities and support from all key internal and external stakeholders.",1,"Interventions: strategies for making universities agents of development Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Africa","Africa,Higher education,Quality of education,Sustainable Development,Universities,capacities,comparative global context,development,graduates,innovation,research,resource allocation"]
["Public university autonomy in Afghanistan: Assessment of three dimensions - financial, academic, and administrative",2019,"https://works.bepress.com/joseph_berger/45/download/","Berger, Joseph B.; Siwash, Najib; Zargar, Waheedullah; Assadullah, Sulaimen; Hedayet, Mujtaba; Aslami, Hassan; Wajdi, Habibullah; Mussaway, Javid",null,"Assessment of eight public universities in Afghanistan. Assesses each institution's financial, academic, and administrative autonomy. Discussion of importance of each dimension of autonomy and challenges the universities faced. Discussion of budgets, budget planning, recruitment, income generation, research, branding and marketing.",1,"Interventions: financial -- budgets, budget planning, recruitment, income generation; Region: Asia Evidence type: qualitative Confirmed: Carol Reyes","Asia","Afghanistan,Asia,Financial sustainability,autonomy,budgets,private sector,public universities,recruitment,strategic management"]
["Administration and governance of higher education in Asia: Patterns and implications | Asian Development Bank",2012,"https://www.adb.org/publications/administration-and-governance-higher-education-asia-patterns-and-implications","Dhirathiti, Nopraenue","Asian Development Bank","This publication, Administration and Governance of Higher Education in Asia: Patterns and Implications, provides timely analysis in this important field of higher education reform in the Asian region, with emphasis on Southeast Asia. It analyzes higher education and governance issues by grouping countries into clusters that share the same political and higher education background, as well as similar measures adopted to carry out the reform, so as to better illustrate the picture of higher education reform in the region. Drawing on the analysis and findings presented in this publication, the following operational recommendations are presented to development partners, such as the Asian Development Bank, for helping developing countries in the region in their efforts to improve the administration and governance of higher education: Assist governments and higher education institutions in sharing effective policies and practices that support the transition towards more autonomy; and establish a regional database on effective practices in higher education governance.",1,"Interventions: various Region: Asia Evidence type: Narrative or conceptual analysis of issue Confirmed: Carol Reyes","Asia","Asia,Higher education,Reform,development,governance,policy"]
["Mid-term evaluation of the Indonesian Higher Education Leadership and Management (HELM) project",2015,"https://dokumen.tips/documents/mid-term-evaluation-of-the-indonesian-higher-education-pdfusaidgovpdfdocs.html","Haugen, Valerie; Pfahl, Nancy Lloyd; Dwatmadji; Arlianti, Rina; Astuti, Erlyn Yuli","International Business and Technical Consultants, Inc. (IBTCI)","The HELM project is one of two USAID higher education projects initiated between 2010 and 2014. HELM is a five-year USD{\\$}19.678 million project under implementation from November, 2011 to November, 2016. HELM aims to build the capacity of higher education leaders and managers from 50 public and private HEIs, including universities, polytechnics and community colleges. These 50 institutions are located across Indonesia that are grouped in two cohorts, each with 25 HEIs respectively. Engagement with Cohort 1 institutions commenced in 2012 and Cohort 2 engagement commenced in mid-2014. HELM seeks to increase the capacity of these HEIs in 4 core management areas: 1. General Administration and Leadership 2. Financial Management 3. Quality Assurance; and 4. Collaboration with External Stakeholders. HELM uses a number of strategies to enhance capacity in these institutions. Four components comprise the delivery strategy: 1. Design technical assistance approaches to achieve effective implementation of key reforms across the higher education system, coordinating with Directorate General for Higher Education/ Direktorat Jenderal Pendidikan Tinggi (DIKTI) and maximizing opportunities to internalize best practice within the Higher Education (HE) system; 2. Provide technical assistance to increase management capacity and improve performance at partner HEIs and disseminate best practices; 3. Strengthen graduate-level programs in higher education leadership and management; and 4. Support Special Initiatives by providing assistance to advance reforms and innovation within management of HEIs.",1,"Interventions: TA to increase management capacity, strengthen graduate-level HE leadership programs, special initiatives to advance reforms and innovation in management Region: Asia Evidence type: program/project evaluation Confirmed: Carol Reyes","Asia","Asia,Capacity building,Indonesia,community colleges,higher education,leadership,polytechnics,universities"]
["Impact of learning organization culture on performance in higher education institutions",2016,"https://doi.org/10.1080/03075079.2014.914920","Ponnuswamy, Indra; Manohar, Hansa Lysander","Studies in Higher Education","In this paper, an adapted version of the Dimensions of Learning Organization Questionnaire (DLOQ) was employed to investigate the perception of academic staff on learning organization culture in Indian higher education institutions. The questionnaire was sent to 700 faculty members of different universities using a non-probability purposive sampling technique. The results showed that there exists a significant and positive correlation amongst the constructs of learning organization culture, knowledge performance and research performance. Further, the results showed that knowledge performance is a statistically significant predictor of research performance. Thus, the empirical findings of this study will contribute to the literature on learning organization culture in higher education institutions, particularly with respect to the Indian scenario, an area where empirical studies are scant.",1,"Interventions: Introduction and promotion of learning organization culture to bring about positive changes within universities Region: Asia Evidence type: quantitative Confirmed: Carol Reyes","Asia","India,higher education institutions,knowledge performance,learning organization culture,research performance"]
["Mid-Term Performance Evaluation of the University Support and Workforce Development Program",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?",1,"Interventions: internships, career centers, soft skills training, faculty scholarships, curriculum reforms, partnerships Region: Asia Evidence type: program/project evaluation Confirmed: Carol Reyes","Asia","Afghanistan,Education in crisis and conflict,Employment,Gender Equity,Governance,LAC,Partnerships,Private Sector,Professional development,Quality of education,Soft Skills"]
["Integration of strategic management and quality assurance in the Romanian higher education",2012,"http://dx.doi.org/10.1016/j.sbspro.2012.09.1132","Moldovan, Liviu","Procedia - Social and Behavioral Sciences","The purpose of the present study is to investigate the relationship between total quality management and strategic issues in Romanian higher education, of the way to implement quality management systems in universities with view to achieving superior organizational performances. To this end we have analyzed the relation between quality and strategy. We have defined a strategy for integrating quality which has a central role in the competitive strategies, believing that the balance of determination is the opposite of the traditional, so the university's quality strategy determines the other competitive strategies: marketing strategy, teaching strategy, scientific research strategy. The article proceeds in the following manner: first, we briefly review the literature regarding the relation between quality and strategy. We develop hypotheses concerning integrated quality strategy as defensive strategy that emphasizes the quality control of the educational and scientific research processes. Then we apply our model to a case study showing how Petru Maior University of Tirgu Mures (UPM) applies defensive strategy controlling the quality of educational and scientific research processes by implementing a quality management system, with its novelty aspects that is a combination between requirements of the ISO 9001 standard and the requirements of the Romanian Agency for Quality Assurance in Higher Education (ARACIS). We explain in detail the case study. Finally, we provide the research findings and discuss their managerial and theoretical implications.",1,"Interventions: integration of strategy and quality in higher education management Region: E{\\&}E Evidence type: case study Confirmed: Carol Reyes","Europe and Eurasia","Europe & Eurasia,Higher education,Integrated quality strategy,Performance indicators,Process matrix,Quality management system,Romanian,higher education,integrated quality strategy,performance indicators,process matrix,quality management system"]
["Trends in global higher education: Tracking an academic revolution",2019,"https://books.google.com/books?hl=en{\\&}lr={\\&}id=-t-mDwAAQBAJ{\\&}oi=fnd{\\&}pg=PP3{\\&}ots=rFK95dqGjJ{\\&}sig=wit327{\\_}q52PPudF58pGppxuigf4{\\#}v=onepage{\\&}q{\\&}f=false","Altbach, Philip G.; Reisberg, Liz; Rumbley, Laura E.",null,"This Trend Report fulfills a simple yet complex purpose -- to summarize the main directions in higher education worldwide in the past decade -- since the 1998 UNESCO World Conference in Higher Education. The main goal is to provide background analysis and to manimate discussion at the 2009 UNESCO World Conference on Higher Education. We, as authors, have no preconceived perspective. Instead, with the contributors who have assisted us in the preparation of this report, we have attempted to provide an objective discussion of central themes.",1,"Interventions: various strategies adopted by universities globally to improve quality and relevance Region: global Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes NOTE: No attachment.","Global","Global guidance,Higher education,trends"]
["Academic administration: A quest for better management and leadership in higher education",2009,"https://www.amazon.com/Academic-Administration-Management-Competitive-Globalizing/dp/1607417324","Chen, Sheying",null,"This book provides a comprehensive view of the administration of academic affairs and related areas in higher education as they pertain to a threefold institutional mission of teaching, research, and service. It is a must-read for new academic administrators. It fills in a gap in required readings for higher education related majors and advanced degree programs. For the seasoned academic administrator in a senior rank, the book offers a systematic review of the big picture with sufficient depth and provoking analysis of challenging issues to help make progress toward reflective practice, research undertaking, and theoretical breakthrough. The goal of the book is to be a most effective and efficient educational tool, not just to help shorten the learning curve of the new and aspiring academic administrators but also to help renew critical thinking and creative leadership in existing academic administration.",1,"Interventions: many Region: global Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes NOTE: No attachment.","Global","Diversity,Global guidance,educational administration,pluralism,public administration,social policy and social work"]
["Delineating the character of the entrepreneurial university",2004,"https://link.springer.com/article/10.1057/palgrave.hep.8300062","Clark, Burton R.","Higher Education Policy","We gain insight into the emerging character of the entrepreneurial university by pursuing empirical answers to two questions: How are such universities initially formed? And how do they sustain themselves? My 1998 book, Creating Entrepreneurial Universities, used European cases to conceptualize five ‚Äòpathways of transformation.' My 2004 book, Sustaining Change in Universities, in search of exemplars of entrepreneurial action, turns to 14 internationally distributed case studies to clarify anew these transforming steps and to suggest dynamics of change that produce a new steady state change. Drawn largely from the book's concluding chapter, this article emphasizes key features of change-promoting organization in universities and highlights the growing centrality of university-led action based on flexible and adaptive self-reliance.",1,"Interventions: various strategies adopted by universities worldwide to bring about change Region: Africa, Australia, Europe, LAC Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Global","Entrepreneurial university,Global guidance,organizational change,university sustainability,university transformation"]
["Reframing the university as an emergent organization: Implications for strategic management and leadership in higher education",2018,"https://doi.org/10.1080/1360080X.2018.1478608","Doyle, Tom; Brady, Malcolm","Higher Education Policy and Management","For the most part, the organisational forms that are currently being adopted by higher education institutions are grounded in the traditional corporate models of organisation that take a rational approach to organisational change management. Underlying this account is an assumption of organisational autonomy and the capacity ofdesignated leaders to direct such change processes. However, a case is now being made for the consideration of alternative organisational theories or models that offer a different perception on the sources and patterns of organisational change in higher education. These theories perceive organisations more as emergent entities in which change is continuous, often unpredictable and arising mainly from local interactions. The paper surveys the implications that acceptance of the alternative paradigm might have for strategising and change leadership in higher education institutions. It suggests that the accommodation of these alterative paradigms of institutional development in higher education may itself be an emergent process.",1,"Reviewer: JP Intervention(s): Region: Evidence type:¬† Confirmed: Carol Reyes","Global","Global guidance,HEI,change,complexity,emergent,higher level institution,leadership,rational,strategy"]
["Faculty development in context: Changing learning cultures in higher education",2010,"https://link.springer.com/chapter/10.1007/978-3-642-03582-1_8","Feixas, M.; Zellweger, F.","Faculty Development in Context: Changing Learning Cultures in Higher Education","As we know from research on human resources training, there are many factors influencing learning acquisition and transfer. Using Holton's approach as a reference (Holton {\\&} Bates, 2002), three factors are considered primary variables that interact to affect the transfer of learning from the training environment to the work environment: 1) the ability of participants to use the learned skills in the job setting, 2) their motivation to use them and 3) the work environment supporting the use. In this article, we place special emphasis on the environmental factors as we believe there are important organizational and structural conditions in universities that serve as catalysts or barriers for the effectiveness of faculty development. Before reaching to this point, we first suggest a conceptual framework that includes: a description of prevailing teaching cultures in European higher education, a discussion on what we mean by faculty development and its relationship to teaching cultures, a definition of learning cultures and a framework of the environmental factors affecting learning transfer. The article is not a report of an empirical study but provides an introduction of a research design about to be realized. It includes the comparison of two initial training programs for novel faculty in a Swiss and Catalan university and the environmental variables that might explain the reach of the learning transfer.",1,"Interventions: faculty development, teacher training Region: global Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Global","Catalan,Europe,Faculty Development,Higher Education,Learning Culture,Learning Transfer Systems,Switzerland"]
["Strategic planning for higher education in developing countries: Challenges and lessons",2008,"https://eric.ed.gov/?id=EJ802591","Hayward, Fred M.","Society for College and University Planning","This article focuses on institutional strategic planning in three developing countries, Afghanistan, Madagascar, and South Africa, and draws on strategic planning experiences in other countries in which I have been involved over the last 15 years, including Bangladesh, Ethiopia, The Gambia, Ghana, Malawi, Namibia, Uganda, and Pakistan. As we look at these developing nations, we ask: What are the chances that students, faculty members, parents, business people, professionals, and other citizens will be able to find the quality education they crave? What might be done to realize their dreams? How might strategic planning assist in achieving these goals? What does experience in these nations suggest? What are the results to date?",1,"Interventions: strategic planning Region: developing countries Evidence type: qualitative Confirmed: Carol Reyes","Global","Afghanistan,Budgets,Change Strategies,Cultural Influences,Developing Nations,Economically Disadvantaged,Educational Change,Educational Discrimination,Educational Planning,Financial Support,Focus Groups,Foreign Countries,Government Role,Higher Education,Leadership Responsibility,Madagascar,Racial Discrimination,Social Influences,South Africa,Strategic Planning,Student Participation,higher education,strategic planning"]
["Good practices in leveraging long-term training for institutional capacity strengthening",2014,"https://www.aplu.org/library/good-practices-in-leveraging-long-term-training-for-institutional-capacity-strengthening/file","Hervy, Anne-Claire; Gilboy, Andrew",null,"In May 2013, the Association of Public and Landgrant Universities (APLU), with the support of the United States Agency for International Development (USAID), established a knowledge network among long-term training and capacity development programs in the area of agriculture and food security to share knowledge and disseminate good practices on using long-term training to build human and institutional capacity. Through this knowledge network, APLU engaged in dialogue with a variety of implementers of individual training and/or institutional-development programs and funders of such programs through individual interviews and a series of public webinars. An online platform was also established via USAID's Agrilinks site to facilitate communication among members of the network and to share resources and tools. The network was formally named the Knowledge Network on Long-Term Technical and Leadership Training. This report was developed for USAID to document the results of the Knowledge Network and to encapsulate the knowledge shared and good practices promulgated through the webinar discussions as well as through individual discussions with implementers, program designers, and funders. This report also covers a number of additional topics that were not the focus of discussion during the webinars. The report is organized in two sections. The first gives a brief overview of the institutional strengthening lens through which the Knowledge Network examined good practices in long-term training. The second examines eleven topics related to long-term training and, through this lens of institutional strengthening as one of the goals of individual training, identifies good practices in each of these areas to achieve that goal.",1,"Interventions: Many!¬† Mentoring, alumni networks, recruitment, female empowerment, leadership development Region: developing countries Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Global","Global guidance,agriculture,capacity,development,food security,network"]
["The effect of institutional culture on change strategies in higher education: Universal principles or culturally responsive concepts?",2002,"https://doi.org/10.1080/00221546.2002.11777159","Kezar, Adrianna; Eckel, Peter D.","The Journal of Higher Education","This study attempts to fill the gap in the literature, moving beyond generalized principles of change, by adopting a two- tiered cultural framework to examine the effect of institutional culture on change strategies across six institutions. The two research questions addressed are: (1) is the institutional culture related to the change process, and how is it related? and (2) are change processes thwarted by violating cultural norms or enhanced by culturally sensitive strategies? The two theories adopted for exploring the relationship of culture and change are Bergquist's (1992) four academic cultures and Tierney's (1991) individual institutional culture framework. The dual level of analysis offers a multiple-lens perspective that is better suited to understand complex organizational phenomena (Birnbaum, 1988; Bolman {\\&} Deal, 1991). Analyses of the six institutions (three are presented as detailed case examples) engaged in change processes over a four-year period through case study methodology (interviews, document analysis, and observation) are presented, examining five core change strategies: senior admin- istrative support, collaborative leadership, robust design (vision), staff development, and visible actions. In addition to demonstrating a relationship between institutional culture and change, the results support several assumptions from cultural theory, including the significance of culturally appropriate strategies, the importance of examining multiple layers ofculture (enterprise, institutional, group), and the possibility of predicting which strategies will be more important. This study challenges conventional notions about change processes; namely, that one can follow a general principle or approach and not be aware of how distinct organizational cultures impact the process. Its findings suggest the need for practitioners to become cultural outsiders in order to observe their institutional patterns. The Bergquist and Tierney cultural frame- works provide initial templates for this analysis.",1,"Interventions: institutional change Region: North America Evidence type: case study Confirmed: Carol Reyes","Global","Change management,Institutional change,U.S.,United States,cultural,institutional culture,strategies"]
["Increasing participation and attainment in higher education in Australia: The early effects of a “demand-driven” system",2014,"https://ideas.repec.org/a/oec/edukaa/5jz8tqsd095g.html","King, Conor; James, Richard","Higher Education Management and Policy","This article examines the early outcomes of the policy reforms that aim to increase substantially the proportion of Australians with a bachelor's degree and improve equity of access. The changes rely on student choices dictating the flow and overall volume of government funding. The authors analyse the new policies and their implications for students and higher education institutions, focussing on: i) the initial evidence of impact on student numbers and the nature of the patterns of growth; ii) the effects on equity and the mix of students enrolled, both overall and between institutions; iii) the impact of increasing enrolments on government fiscal constraints and the pressure on student charges; iv) ensuring learning outcomes for all students and high-level outcomes for the most capable; and v) the role of universities and the place of other higher education providers in an increasingly diverse system.",1,"Reviewer: JP Intervention(s): Region: Evidence type:¬† Confirmed: Carol Reyes","Global","Australia,Enrollment,access,equity,fiscal constraints,government funding,learning outcomes,policy"]
["Managing Change at Universities – A selection of case studies from Africa and Southeast Asia",2013,"https://www.international-deans-course.org/fileadmin/user_upload/idc/Publication/Managing_Change_at_Universities___A_selection_of_case_studies_from_Africa_and_Southeast_Asia.pdf","Mayer, Peter; Wilde, Marc",null,"This publication contains nine case studies of change processes in higher education institutions in Africa and Asia. The case studies show the wide variety of challenges higher education institutions face. Quality management has become a key issue in virtually all countries around the world. The search for strategies for faculties or smaller units is another important issue. The authors show how careful reflection on the challenges, on the options available, on benchmarking internationally can help in identifying viable ways for managing the institutional transformation.",1,"Interventions: interventions to improve teaching, research, and quality management at universities in Africa and Asia Region: Africa, Asia Evidence type: case study Confirmed: Carol Reyes","Global","Africa,Asia,Higher education system,South East Asia Asia,University,University development,University management,University reform,University research"]
["The Impact of tertiary education on development: A rigorous literature review",2014,"https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Tertiary%20education%202014%20Oketch%20report.pdf?ver=2014-06-24-161044-887","Oketch, Moses; McCowan, Tristan; Schendel, Rebecca; With Bangpan, Mukdarut; Terano, Mayumi; Marston, Alison; Rawal, Shenila; Carpentier, Vincent; Furniss, Graham; Huttly, Sharon; McMahon, Walter; Oliver, Sandy; Prasadam-Halls, Ben; Temple, Paul; Unterhalter, Elaine",null,"After a long period in which the international development community has placed emphasis on primary education, there is now renewed interest in tertiary education (TE). However, the extent and nature of the impact of TE on development remains unclear. This rigorous review seeks to address this question in the context of low- and lower-middle- income countries (LLMICs). Overall, while there is a large body of literature on TE in LLMICs, the majority of studies focus on the characteristics of TE systems and institutions, or on the short-term effects of interventions (for example, on policy and funding arrangements). We found relatively few studies that sought evidence of the broader impact of TE on development in LLMICs. A conceptual framework was developed in order to structure the review of literature. Drawing on theories relating TE to human capital development, endogenous development, capabilities and institutional growth, multiple potential pathways to impact were identified. These pathways lead to improvements in five forms of outcome: earnings, productivity, technological transfer, capabilities and institutions.",1,"Interventions: development university Region: Africa, Asia, LAC, MENA Evidence type: systematic review of literature Confirmed: Carol Reyes","Global","Institutions,Low- and middle-income countries,Tertiary education,development,funding,institutions,low-and-middle income countries,policy,primary education,tertiary education"]
["Technical and Vocational Education and Training (TVET) Interventions to Improve the Employability and Employment of Young People in Low‐ and Middle‐Income Countries: A Systematic Review",2013,"https://link.springer.com/article/10.1186/1877-6345-5-3","Tripney, Janice; Hombrados, Jorge; Newman, Mark; Hovish, Kimberly; Brown, Chris; Steinka‚ÄêFry, Katarzyna; Wilkey, Eric","Campbell Systematic Reviews","The increase of low-income, low-skilled youth in the labour market, particularly in developing countries, is a major concern internationally. In some regions of the world, young people are nearly three times as likely as adults to be unemployed. They are also more likely to work in the informal labour market than adults, in low quality jobs that offer limited socio-economic security, training opportunities, and working conditions. This enormous unlocked potential represents a substantial loss of opportunity for both individuals and society. With increasing emphasis being given to work- and skills-based solutions to economic competition and poverty in the developing world, comes a renewed focus on technical and vocational education and training (TVET) as a means to expand opportunities for marginalised youth. Although several reviews have attempted to summarise the existing research in this area, there are a number of limitations to these reviews. There is a need to systematically examine the evidence base to provide a picture of the types of TVET interventions being used to raise employment, to identify those that are effective and ineffective, and to identify areas in which more research needs to be conducted. The main objective of this systematic review was to summarise the available evidence on the effects of TVET interventions for young people in developing countries to inform policy, practice, and research. The questions guiding this study were: 1) What are the effects of different models of technical and vocational education and training (TVET) interventions on the employment and employability outcomes of young people, aged 15-24 years, in low- and middle-income countries? 2) What do the findings suggest about moderating effects?",1,"Interventions: employability skill training in TVETs Region: Africa, Asia, LAC, MENA, E{\\&}E Evidence type: systematic review of literature Confirmed: Carol Reyes","Global","Low-and-middle-income countries,Work-integrated learning,low-and-middle-income countries,low-skilled,training,vocational education,youth"]
["Knowledge Policies and Universities in Developing Countries: Inclusive Development and the \"Developmental University\"",2015,"https://doi.org/10.1016/j.techsoc.2014.10.004","Arocena, Rodrigo; Göransson, Bo; Sutz, Judith",null,"This paper links development approaches with innovation systems theory and social inclusion concerns. In exploring the relationship between development and knowledge, we propose a sequential analytical model that considers values, facts and policies as a coherent whole. This allows us to go deeper into the question of how policies for promoting the production and use of knowledge able to foster different facets of social inclusion can be formulated and implemented. We propose to call such policies \"democratization of knowledge policies\" they are one of the means to achieve inclusive development. We provide examples of how these policies work in practice, and explore how the university, a vital part of any national innovation system, can play a role in the emergence and consolidation of the democratization of knowledge. Universities that embrace that role may be considered developmental universities. They fulfill it in great part by providing effective incentives to include in their research agendas the kind of problems whose solutions can lead to an enhancement of social inclusion. However, developmental universities cannot function in isolation. It is argued that their effectiveness depends on the rise of a sustained and strong demand that is able to put knowledge at the direct service of shared social goals, among which diminishing inequality is particularly important. The paper presents a case in Uruguay that illustrates an ongoing transformation towards a developmental university.",1,"Interventions: knowledge policies Region: LAC Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Latin America and the Caribbean"]
["Final performance evaluation of the higher education for economic growth activity",2018,"https://pdf.usaid.gov/pdf_docs/PA00T881.pdf","Megan, Gavin; Cristina, Accioly; Oscar, Picardo","Mendez England and Associates","The purpose of the final performance evaluation of the Higher Education for Economic Growth Activity (HEA) is to provide recommendations to: 1) the Activity for the final year; and 2) the United States Agency for International Development (USAID) for future programming. The evaluation focused on five evaluation questions (EQs), including: assessing results (EQ 1); the role of clusters (EQ 2); the government and higher education institutions (EQ 3); gender (EQ 4); and analyzing the extent to which results will be sustained (EQ 5). The evaluation used a mixed-methods approach, including document review; analysis of HEA's monitoring and evaluation data and performance indicators; key informant interviews and surveys for faculty/staff; focus group discussions; and direct observation. Key illustrative findings include: 1) teachers consider diploma programs available, high quality, and well facilitated; 2) trust has been established via positive and significant effects from collaboration; 3) while there has been an established approach to construct a higher education policy, the approach needs to be broader in terms of participants (including the government); 4) there is improved access to science, technology, engineering, and math for women and girls; and 5) the Centers for Career Development, which promote student engagement with the private sector, are the most likely to sustain. The evaluation recommends that USAID continue to support the investigations, curriculum reform implementation, teacher training, and scholarships, as well initiate as the construction of an entity to strategically integrate and give continuity to the cluster model.",1,"Interventions: scholarships for students and teachers, teacher training, career centers, industry partnerships, clusters, curriculum reform Region: LAC Evidence type: program/project evaluation Confirmed: Carol Reyes","Latin America and the Caribbean","Clusters,El Salvador,Female empowerment,Gender equity,LAC,Life skills,Manufacturing,applied research,career centers,clusters,female empowerment,gender equity,partnerships,private sector,scholarships,teacher training"]
["Universities as the Engine of Economic Growth: Insights from Developing the First IndustryHigher Education Clusters in El Salvador",2017,"https://pdf.usaid.gov/pdf_docs/PBAAJ735.pdf","RTI International","USAID","We explore the recent undertaking in El Salvador to establish the country's first industry-higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agroindustry and food processing. These clusters take a systems approach to aligning higher education institutions (HEis) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Finally, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-level economic benefits. Strategies presented include: 1) treat aligning educational systems to respond to labor market needs as a complex systems problem; 2) create a common vision that can unite sectors followed by a clear road map; 3) create quick wins early on to keep people engaged and demonstrate in tangible terms what benefits different actors are getting; 4) clusters require organizational structure; 5) higher education and industry need to learn to speak each other's languages; 6) shift from short-termism to long-term thinking; 7) HEIs, industry, and government need to share costs and co-finance the resources for partnerships; 8) clusters should clearly define what success\" of the collaboration will look like in 3-5 years and develop mechanisms and indicators for accountability.\"",1,"Interventions: IABs, public-private partnerships,clusters Region: LAC Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Latin America and the Caribbean","El Salvador,HEI clusters,LAC,Private sector,clusters,collaboration,female empowerment,gender equity,industry,private sector,public-private partnerships"]
["USAID Higher Education for Economic Growth Activity:A path towards the Fourth Industrial Revolution in El Salvador",2019,"https://pdf.usaid.gov/pdf_docs/PA00TQHC.pdf","RTI International","USAID","This document gives an account of the validity and effectiveness of the approach adopted by the USAID Higher Education for Economic Growth Activity in addressing the indicators associated with innovation, skills development and business dynamism during its interventions. The Activity established the cluster model as an institutional platform on which mutually beneficial relationships between the HEIs, industry and the government were built; a partnership was formed to ensure the quality of human resources by improving the training programs that are offered. Innovation was also promoted as a way to solve industry issues or increase production. When creating the clusters, the Activity chose four sectors based on their potential for growth and their importance within the economy: (1) Information and Communications Technology; (2) Light Manufacturing; (3) Energy and Energy Efficiency; and (4) Agro-Industry and Food Processing. Over the course of five years of Activity implementation, an institutional framework of university, industry and government collaboration was achieved, which allowed for the definition and implementation of programs that are aligned with the critical variables of innovation, the development of human talent, and business dynamism, in the context of the opportunities of the Fourth Industrial Revolution. The diverse Activity interventions have shown us the value of focusing on human capital, transforming the higher education system, equipping it with skills for innovation, and contributing to strengthening relationships with the production sector.",1,"Interventions:¬†industrial clusters, partnerships between industry and HEIs, career centers, applied research training, scholarships, curriculum reform Region: LAC Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Latin America and the Caribbean","Applied research,El Salvador,Government institutions,LAC,business,clusters,gender equity,higher education institutions,institutions and professionals,private sector,productive sector unions,sustainability"]
["Knowledge Policies and Universities in Developing Countries: Inclusive Development and the \"Developmental University\"",2015,"https://doi.org/10.1016/j.techsoc.2014.10.004","Arocena, Rodrigo; Göransson, Bo; Sutz, Judith","Technology in Society","This paper links development approaches with innovation systems theory and social inclusion concerns. In exploring the relationship between development and knowledge, we propose a sequential analytical model that considers values, facts and policies as a coherent whole. This allows us to go deeper into the question of how policies for promoting the production and use of knowledge able to foster different facets of social inclusion can be formulated and implemented. We propose to call such policies \"democratization of knowledge policies\" they are one of the means to achieve inclusive development. We provide examples of how these policies work in practice, and explore how the university, a vital part of any national innovation system, can play a role in the emergence and consolidation of the democratization of knowledge. Universities that embrace that role may be considered developmental universities. They fulfill it in great part by providing effective incentives to include in their research agendas the kind of problems whose solutions can lead to an enhancement of social inclusion. However, developmental universities cannot function in isolation. It is argued that their effectiveness depends on the rise of a sustained and strong demand that is able to put knowledge at the direct service of shared social goals, among which diminishing inequality is particularly important. The paper presents a case in Uruguay that illustrates an ongoing transformation towards a developmental university.",1,"Interventions: knowledge policies Region: LAC Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Latin America and the Caribbean"]
["Knowledge Policies and Universities in Developing Countries: Inclusive Development and the \"Developmental University\"",2015,"https://doi.org/10.1016/j.techsoc.2014.10.004","Arocena, Rodrigo; Göransson, Bo; Sutz, Judith",null,"This paper links development approaches with innovation systems theory and social inclusion concerns. In exploring the relationship between development and knowledge, we propose a sequential analytical model that considers values, facts and policies as a coherent whole. This allows us to go deeper into the question of how policies for promoting the production and use of knowledge able to foster different facets of social inclusion can be formulated and implemented. We propose to call such policies \"democratization of knowledge policies\" they are one of the means to achieve inclusive development. We provide examples of how these policies work in practice, and explore how the university, a vital part of any national innovation system, can play a role in the emergence and consolidation of the democratization of knowledge. Universities that embrace that role may be considered developmental universities. They fulfill it in great part by providing effective incentives to include in their research agendas the kind of problems whose solutions can lead to an enhancement of social inclusion. However, developmental universities cannot function in isolation. It is argued that their effectiveness depends on the rise of a sustained and strong demand that is able to put knowledge at the direct service of shared social goals, among which diminishing inequality is particularly important. The paper presents a case in Uruguay that illustrates an ongoing transformation towards a developmental university.",1,"Interventions: knowledge policies Region: LAC Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Latin America and the Caribbean"]
["The entrepreneurial university: a proposed model for developing nations",2019,"https://www.emerald.com/insight/content/doi/10.1108/JMD-11-2018-0347/full/html","Bizri, Rima; Hammoud, Jamil; Stouhi, Marwa; Hammoud, Manar","Journal of Management Development","Purpose: The purpose of this paper is to propose a model for entrepreneurial universities (EPUs) that operate in developing countries, as most of the existing research has either focused on the western context or neglected context altogether. The model is intended to identify the EPU's key success factors while taking into consideration its contextual constraints. Design/methodology/approach: A 60-item survey instrument was designed and distributed across the top 10 QS-ranked universities in Lebanon, and the data were analyzed using structural equation modeling with SmartPLS. Findings: The results of data analysis confirmed the influence of resources and capabilities and knowledge transfer as the two most powerful ‚Äúuniversity-specific‚Äù success factors. Importantly, the relationship between the university-specific factors and innovation was mediated by the presence of a strong entrepreneurial culture, while an entrepreneurship environment was found to be conducive to entrepreneurship outcomes of the EPU. Originality/value: This paper fills a gap in the literature by suggesting a model for the EPU in developing nations, taking into consideration the various constraints of those nations.",1,"Interventions: university strategies that contribute to making universities entrepreneurial Region: MENA Evidence type: quantitative Confirmed: Carol Reyes","Middle East","Developing countries,Entrepreneurial university,Lebanon,Mediation,Success tactics"]
["Applicability of the high performance organization framework in the Middle East: The case of Palestine Polytechnic University",2012,"http://dx.doi.org/10.1108/17537981211265598","de Waal, Andres; Sultan, Suhail","Education, Business and Society: Contemporary Middle Eastern Issues","Purpose: Interest in creating high performance organizations (HPOs) has been growing in the Middle East and Middle Eastern managers have been looking into practices that will help them elevate organizational performance. Unfortunately there is a shortage of HPO studies conducted in the Middle East which could help these managers. The purpose of this paper is to examine the applicability of the recently developed HPO Framework in a Middle Eastern context, namely at Palestine Polytechnic University (PPU). The goal of the study was to evaluate whether this framework could be applied in the Middle Eastern context and thus help improve performance of Middle Eastern organizations. Design/methodology/approach: A workshop was conducted with management and staff of the university at PPU's premises in Hebron. During the workshop, management, staff and teachers filled in the HPO questionnaire, which gauges the current HPO status of an organization. The resulting HPO score of PPU, and the comparison with the scores of other Middle-Eastern organizations in the database of the researchers, were discussed during a workshop with representatives of PPU and initial improvements were established and put down in an action plan. Findings: With an average HPO score of 6.8, PPU was an average scoring organization that performed more or less the same as the other Middle-East organizations. However, two main issues for PPU emerged that had to be addressed in order to transform the university in an HPO. The first issue was that PPU's performance management process had to be improved, as not everything that mattered to PPU's performance was communicated to everybody adequately enough. The second issue was that the performance-driven behavior of PPU's people had to be strengthened, as the decision-making and action-taking processes took too long and people were nor resilient and flexible enough to deal quickly with changing conditions. Practical implications: Practically, the research findings could help managers of Middle Eastern organizations to achieve sustainable high performance in their organizations. Originality/value: The research described in this paper constitutes one of the first studies into the determining factors of sustainable high performance in the Middle East and as such, it adds to the strategic management literature by showing that the HPO concept can be applied in the Middle East to evaluate the high performance status of Middle Eastern organizations. {\\textcopyright} Emerald Group Publishing Limited.",1,"Interventions: strategic management in higher education administration Region: MENA Evidence type: case study Confirmed: Carol Reyes","Middle East","High performance organizations,Middle East,Organizational performance,Palestine,Strategic management,Universities"]
["Why are there so few world-class universities in the Middle East and North Africa?",2018,"http://doi.org/10.1080/0309877X.2017.1349881","Forster, Nick","Journal of Further and Higher Education","This article explains why there are so few world-class universities in the Middle East and North Africa (MENA) region today. It first summarises the systemic exogenous economic, political and social problems facing all countries in the region, and the impact of these on the development of their higher education sectors in recent times. Then, with reference to the Times Higher Education and Webometrics rankings of the world's leading universities, the article describes several endogenous explanations for the absence of world-class universities in the 19 countries of the MENA region. These include the lack of strategic investment in research and teaching in local universities; the absence of intellectual freedom and the constraints imposed on the free expression of ideas in all MENA universities; the failure of universities in the region to encourage, monitor and reward high-quality and high-impact research (and teaching) in the natural and social sciences, the humanities and the liberal arts; and the anti-scientific mind-sets of local ruling political elites, many Islamic theologians, and those who are responsible for the oversight and administration of universities in the region. The limitations of this exploratory study and suggestions for future research are then described. The article concludes by explaining why it is highly unlikely that the political and educational leadership of countries in the MENA region will initiate the institutional higher education reforms that would be required to build world-class research-teaching universities in the foreseeable future.",1,"Interventions: strategic management, faculty incentives Region: MENA Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Middle East","Middle East,Middle East and North Africa,North Africa,academic leadership,building world-class regional universities,higher education sectors,intellectual freedom and expression"]
["Mapping the field of educational leadership and management in the Arabian Gulf region: A systematic review of Arabic research literature",2020,"https://www.mendeley.com/catalogue/f62ec02d-53d6-33d1-9396-6698fab2931a/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7B5440b673-47ba-464e-a8d3-bed2a5fbfcea{\\%}7D","Hammad, Waheed; Samier, Eugenie A.; Mohammed, Azzam","Educational Management Administration {\\&} Leadership","The purpose of this systematic review was to identify trends in educational leadership and management (EDLM) knowledge production in the Arabian Gulf region, drawing on a database of 272 studies published in local (Arabic) journals over a 10-year period (2009‚Äì2018). The review focused on the geographic distribution of the literature, authorship trends, types of studies, research topics, research methods and data collection techniques. The study employed quantitative methods aimed at highlighting patterns of EDLM knowledge production rather than synthesising research findings. The study used the Arabic databases hosted by Dar Almandumah (EduSearch, EcoLink, IslamicInfo, AraBase, and Humanindex), in addition to the Shamaa database to identify relevant sources. The study found that the literature under investigation reflected many of the features characterising EDLM literatures from other developing countries, especially in terms of the types of studies, topical coverage and research methods. The most notable features included uneven geographic distribution, predominance of single-authored papers, absence of certain important topics, prevalence of empirical articles, and heavy reliance on quantitative research methods and data collection techniques. Recommendations were provided to improve future EDLM research in the region. The study supports findings from previous reviews of EDLM literature in the Arab region and highlights the need for more concerted efforts to enhance the quality and relevance of this literature to increase its ability to inform policy and practice.",1,"Interventions: various Region: MENA Evidence type: systematic review of literature Confirmed: Carol Reyes NOTE: No attachment.","Middle East","Arab,Arabian Gulf,Educational leadership,Educational management,Gulf states,Middle East,Systematic review"]
["Learning experiences for academic deans: Implications for leadership coaching",2020,"https://www.mendeley.com/catalogue/a1880ec4-4ef6-36be-8461-5fcb59df0380/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7Ba1727486-860d-4051-bd11-64ba163755f7{\\%}7D","Nadeem, Iftikhar; Garvey, Bob","International Journal of Evidence Based Coaching and Mentoring","This paper is the result of a unique combination PhD research and an intensive leadership coaching among Academic Deans and equivalent leadership roles within a university in the Middle East. Academic Deans have a complex 'in between' role. This level of complexity can create significant leadership and personal challenges. Coaching can offer an opportunity to enable these middle leaders to develop insights and strategies to cope with these challenges. However, a competent coach is not enough to work with the complexities of this group of people. A more flexible and adaptive coach is needed with a repertoire of skills and processes to draw upon to serve the needs of the coachees. Employing an Interpretative Phenomenological Analysis (IPA), the study identified some key themes in the findings about the ways in which the Deans learned. These include developing a mindful, reflective and calm environment, learning preferences are associated with the subject disciplines of the Deans and learning by observation. Drawing on adult learning theory and the research data this paper explores the development of such a process framework and concludes that a competence based approach to coach develop is inadequate for the complexities of the task.",1,"Interventions: leadership coaching or academic deans, strategic thinking Region: MENA Evidence type: qualitative Confirmed: Carol Reyes","Middle East","Academic deans,Coaching framework,Learning,Middle East,Reflection,Strategic thinking"]
["Towards an entrepreneurial university: case of Tunisia",2020,"https://www.worldscientific.com/doi/10.1142/S0218495820500028","Sidrat, Sawsen; Boujelbene, Younes","Journal of Enterprising Culture","In this paper, we shed light on the entrepreneurial university in Tunisia through a quantitative survey of 532 heads of Tunisian universities to explore, identify and understand the factors that help a Tunisian university to become an entrepreneurial one. Our results showed that to become entrepreneurial, the university should adopt an entrepreneurial orientation, in other words, it should be innovative, autonomous, proactive, risk taker and competitive. In this context, a proposed conceptual model can be used as a tool for the universities wishing to initiate and implement an entrepreneurial orientation policy.",1,"Interventions: programs and policies the make universities entrepreneurial Region: MENA Evidence type: quantitative Confirmed: Carol Reyes NOTE: No attachment.","Middle East","Africa,Entrepreneurial university,Policy adoption,Tunisia,innovation"]
["Alternative modes of financing higher education in Nigeria and the implications for university governance",2002,"http://www.jstor.com/stable/43658062","Aina, Olabisi I.","Obafemi Awolowo University","The problems of under-funding and over-reliance on government funds remain a clog in the wheel for university governance in Nigeria. The inadequate funding of the universities has had profound effects on teaching and research, while universities in Nigeria have been forced to embark on income generating projects in order to source alternative funds. Using data from a recent study, this essay explores different alternative modes of financing higher education in Nigeria, and the implications for university governance. Four Nigerian universities were surveyed, while field data were collected using the questionnaire survey method, in-depth interview, direct observation of facilities and infrastructures, and focus group discussions (FGDs). The study found that Nigerian universities are now opening up to new innovations in the area of sourcing non-governmental funds. The process has serious implications for the quality of teaching and research, while commercial ventures being generated are fraught with problems of management, including issues of accountability, profitability, and sustainability. The paper prescribes ways of overcoming some of the governance problems confronting the university system in Nigeria, as it grapples with economic realities, and the achievement of its original mission statement-teaching and research, and the building of human minds.",2,"Interventions: non-governmental revenue generation by universities Region: Africa Evidence type: mixed methods Confirmed: Carol Reyes","Africa","Africa,Human capital,Nigeria,University governance,financing,funding,infrastructure,innovation,research,teaching,university sustainability"]
["The impact of Ghana's higher education governance and regulatory framework on financial sustainability",2010,"https://ejournals.bc.edu/index.php/ijahe/article/view/10928","Ayam, Justice Ray Achoanya","Catholic University College of Ghana","Higher Education governance, legal and regulatory regimes in Ghana are important factors in the complex Higher Education landscape and its atten- dant funding challenges. Increased global demand for Higher Education highlights the importance of this framework in ensuring sustainable funding of the sector. The study assessed the impact of governance and regulatory variables on financial sustainability using a quantitative research methodology and a well-validated research instrument for correlational analysis. The findings revealed a statistically significant relationship between the com- bined effect of all eight variables while the variable, institutions undergo accreditation was the only one that was significant in predicting the best fit equation for financial sustainability. The recommendations arising from the findings will assist policy-makers to undertake relevant reform of the current governance, legal and regulatory practices in the country.",2,"Interventions: legal and regulatory framework that affects finances HEIs. Region: Africa Evidence type: mixed methods Confirmed: Carol Reyes","Africa","Africa,Ghana,Ghana public universities,financial sustainability,governance,higher education institutions,legal and regulatory frame-work"]
["Innovative management for organizational sustainability in higher education",2016,"www.emeraldinsight.com/1467-6370.htm","Barnard, Zenia; Van der Merwe, Derek","International Journal of Sustainability in Higher Education","The purpose of this paper is to provide an overview of the innovative management strategies at the University of Johannesburg (UJ) during volatile post-merger years, in its quest for a sustainable future. It illustrates how the institution went from a place of relative uncertainty and volatility to a place of progression and stability by adapting to its environment and challenging circumstances. Design/methodology/approach , A holistic and inter-disciplinary approach is taken by the authors to demonstrate that organizational innovation and sustainability do not happen in isolation. The paper includes a literature review to contextualize the challenging environment in which the UJ was established and functions. A brief description of the strategic goals of the university is provided as a framework from within which the innovative management activities were launched. Data and information from the UJ's stakeholder reports were used as measurement tools to determine the progress in reaching strategic targets. Findings: Innovation in higher education reported on in this paper is a result of many planning sessions, policy and procedure formulations, brainstorming and benchmarking exercises, performance reviews, management interventions and statistical analyses. A set of necessary and sufficient conditions for innovation in sustainable development in higher education include decisive leadership on strategic direction; regular, flexible and inclusive planning; regular culture climate surveys; constant monitoring of progress; and strategic agility that is essential to promote innovation among the entire workforce. Originality/value ‚Äì The challenges, context and approaches provided in this paper serve as a frame of reference for other institutions of higher learning that face similar challenges in a dynamic, diverse and volatile environment.",2,"Interventions: many, including leadership on strategic direction; regular, flexible and inclusive planning; regular culture climate surveys; constant monitoring of progress; and strategic agility Region: Africa Evidence type: qualitative Confirmed: Carol Reyes","Africa","Advancement,Africa,Diversity,Higher education,Organizational sustainability,Strategic adaptation"]
["External Evaluation of the Kinshasa School of Public Health",2016,"https://dec.usaid.gov/dec/content/Detail.aspx?vID=47&ctID=ODVhZjk4NWQtM2YyMi00YjRmLTkxNjktZTcxMjM2NDBmY2Uy&rID=MjI1MzYy","Colwell, Brian; with Rimoin, Anne; Chickering, Kirstin; Doshi, Reena; Hoff, Nicole; Sinai, Cyrus; Museme, Kamy; Mukadi, Patrick","Texas A&M University, Center on Conflict and Development","This evaluation project, funded by the US Agency for International Development, aims to determine how effective the support provided to the Kinshasa School of Public Health over time has contributed to helping the school fulfill its mandate as a training and research institution. Beyond the primary aim, secondary aims included in the request are ‚Äú{\\ldots} to identify what assistance could be most effective for enhancing KSPH's role in strengthening human resources for health in the DRC, answer the question of how well various stakeholders, especially the Ministry of Health, have been served by the school, and provide recommendations to ensure that sound business practices are followed, with an emphasis on improving sustainability.",2,"Interventions: various measures to improve financial sustainability Region: Africa Evidence type: program/project evaluation Confirmed: Carol Reyes NOTE: Could not locate URL.","Africa","Africa,Democratic Republic of the Congo,Human resource development,Training,health,research,sustainability"]
["Making higher education finance work for Africa",2011,"https://academic.oup.com/jae/article-abstract/20/suppl_3/iii133/735286?redirectedFrom=PDF","Devarajan, Shantayanan; Monga, Célestin; Zongo, Tertius","Journal of African Economies","This paper identifies the twin problems of higher education financing in Africa --inadequate resources and poor use of existing resources -- and traces them to the preponderance of free, public tertiary education in most countries, despite a weak economic rationale for such an approach and unintended consequences of inequitable access and politicization of higher education. It proposes a reform of higher education finance based on principles of rationalizing government's role, taking into account the politics of such reforms and the institutional changes needed for a wellfunctioning system of tertiary education in Africa.",2,"Interventions: cost-sharing through student tuition and fees, quality standard-setting and quality assurance by government Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Africa","Africa,Burkina Faso,Efficiency,Government institutions,Higher education,equity,finance of HE,financial sustainability,government failures,public higher education institutions,public-private partnerships"]
["Higher education in francophone Africa: What tools can Be used to support financially-sustainable policies",2008,"http://hdl.handle.net/10986/6385","Gioan, Pierre Antoine","The World Bank","The higher education and research sector in the French-speaking countries of Africa has, for more than a decade, been in a state of severe crisis, stemming from an increasing disparity between the requirements vital to providing high quality education and the available resources. The goal of this article is to: i) highlight the factors which have lead to the development of this situation in most countries; ii) identify the conditions for creating a framework to regulate the trends in the higher education and research systems and allow them to be more financially sustainable; and iii) identify ways of increasing funding for this sector as well maintaining its level of quality. The main tools to support financially-sustainable policies include: i) controlling student inflows into higher education in order to avoid an increase in the student population that will be difficult to manage; ii) targeting student assistance more effectively towards the most disadvantaged and deserving students; iii) limiting the duration of study at the higher education level in order to prevent the number of students from building up in the institutions; iv) guiding students more effectively towards courses that offer better employment prospects; v) trying to promote a higher education private sector through fiscal and non-fiscal incentives; vi) reducing unit education costs; and vii) mobilizing additional self-generated resources.",2,"Interventions: controlling student inflows, targeting student assistance more effectively, limiting duration of student to avoid building up number of students, guiding students towards courses with better employment prospects, promote private education, reducing unit education costs, mobilizing self-generated resources Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Africa","Funding,Quality of education,West Africa,financial sustainability,private education,student population"]
["Financing higher education : Income generation in Ugandan public universities",2018,"https://hdl.handle.net/10520/EJC-17245edabc","Kamanzi, Stella-Maris; Neema-Abooki, Peter","Journal of Public Administration","Public universities are mandated to advance learning, promotion of research, dissemination of knowledge, and other provisions that serve towards community engagement. Fulfilment of this mandate is reliant on an institution's effec- tiveness, which is largely dependent on the adequacy of funding. However, the Government of Uganda is continuously reducing funding towards universities. The article studies strat- egies employed in resource mobilisation in public universities in Uganda, examines the challenges faced in resource mobilisation, and ultimately suggests possible strategies to improve on financial and other resources in the public universities in the country. It has been found that public universities still rely on funding with more than 50{\\%} of their budgets being covered by the government despite the phenomenon that private students constitute more than 80{\\%} of the universities' population. Apart from private students' tuition, public universities raise funds from donations and grants, hiring of facilities, research and consul- tancy services, and educational services such as short-term courses. This article articulates how comparative education contributes towards interdependence within global citizenship. It advances the view for a shared presence and a common future by highlighting the need for government-owned universities in Uganda to endeavour to explore other viable alternative sources of funding.",2,"Interventions: revenue generation, income generation Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Africa","Public universities,Uganda,higher education,income generation,resource mobilisation,revenue generation"]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan",null,"Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:",2,"Interventions: gender sensitive budget and many Many! Region: Africa Evidence type: qualitative Confirmed: Carol Reyes","Africa","Africa,Change management,Egypt,Ghana,Kenya,Madagascar,Mozambique,Nigeria,South Africa,Tanzania,Uganda,innovation,technolog,transformative learning"]
["Affording the unaffordable: Cost sharing in higher education in Sub-Saharan Africa",2003,"https://www.jstor.org/stable/1493025?seq=1","Oketch, Moses O.","Peabody Journal of Education","The purpose of this article is to discuss some financial aspects of the future development of higher education in Africa entering the 21st century. Two main aspects can be distinguished: First, problems that concern the economy as a whole, the macroeconomic problems; second, questions that apply to the individual institutions of higher education. The former group includes questions such as: How much will the future expansions of higher education in Africa cost? How large is the capacity of African economies to finance this expansion and to what extent can tuition be applied? The article makes three recommendations to Africa's higher education: Flexible tuition fees; a well-designed loan scheme; and a proactive measure to promote access and quality.",2,"Interventions: two HE financing options: tuition fees and student loans. Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Africa","Africa,Capability,Higher education,Sub-Saharan Africa,Tuition fees,financial sustainability,loans,macroeconomic problems,public universities"]
["Financing higher education in sub-Saharan Africa: some reflections and implications for sustainable development",2016,"https://www.mendeley.com/catalogue/02d16d95-c47e-330a-9f20-61343805facd/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7Be41869ce-394c-3fb4-8027-743a5e5b7d9c{\\%}7D","Oketch, Moses","Higher Education","The purpose of this article is to discuss how best to finance higher education in low-income countries of sub-Saharan Africa, drawing on benefits and drawbacks of the prevalent models of higher education finance, and lessons to be learned from countries which have seen greater expansion of their higher education systems in recent decades. Two main aspects are distinguished: first, a recognition of the powerful evidence that the general level of education in a country, its human capital, matters in determining a path to economic development; second, understanding that it does not help to produce large number of unemployed graduates whose only option due to absence of jobs is to engage in rent-seeking activities which in the end undermine both the essence of the human capital investment made, and job creation to be associated with human capital skills. Three areas are discussed, fully publicly financed ‚Äúfree‚Äù university education model; feasibility and lessons about fees; feasibility and lessons about loans. In addition, the paper makes suggestions on the measures to widen participation and promote equity and quality.",2,"Interventions: three models of HE finance: publicly financed education, fees and loans. Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Africa","Africa,Higher education access,Higher education and development,Higher education equity,Higher education funding,Sub-Saharan Africa"]
["Mid-Term evaluation of the American University of Afghanistan",2016,"https://dec.usaid.gov/dec/content/Detail.aspx?vID=47&ctID=ODVhZjk4NWQtM2YyMi00YjRmLTkxNjktZTcxMjM2NDBmY2Uy&rID=MjE2NTk1","Ahmadzi, Nasrullah; Latif, Zuhal; Lightfoot, Michael; Nasiri, Friba; Rezaie, Ammar; Sullivan, Earl Leroy","Checchi and Company Consulting, Inc.","The purpose of USAID funding is to support the permanent establishment of an American style University in Afghanistan that will imprint values of academic freedom, high quality instruction, research, academic honesty, work ethic, and community service to its graduates joining the national and international labor force. The evaluation team reviewed AUAF's progress in addressing the various program components specified in the Cooperative Agreement: a) Academic and professional outcomes; b) Enhancing the quality of programs; c) Expanding programs for women; and d) Increasing Financial Self-Sufficiency.",2,"Interventions: creation of quality assurance department, mentorship for female students, career placements for women, scholarships for women, incorporation of gender into curriculum (minor), research agenda focused on women, decrease institutional costs, increase revenue, decrease reliance on international staff for management Region: Asia Evidence type: program/project evaluation Confirmed: Carol Reyes NOTE: Could not locate URL.","Asia","Afghanistan,Asia,Financial stability,Quality of education,Women,community service,financial self-sufficiency,research"]
["Financing higher education and economic development in East Asia",2011,"http://epress.anu.edu.au","Armstrong, Shiro.; Chapman, B. J. (Bruce J.); ANU E Press.",null,"This volume addresses important issues to do with access to higher education and different models of its financing in the East Asia region. It is enriched by diverse perspectives from vastly different starting points and by the historical and institutional settings in the region. The issues are set out in the context of the value of higher education in economic development and how it contributes to the capacities to adopt and adapt to new technologies and undertake institutional innovation. The established and well-functioning higher education loan and financing systems, such as those in Australia, and the experience of different systems tried‚Äîboth in East Asia and in the United States‚Äîare brought to bear in this volume.",2,"Interventions: various higher education financing options, including student loans Region: Asia Evidence type: mixed methods Confirmed: Carol Reyes","Asia","Asia,Australia,East Asia,Financing approaches,Higher education,Thailand,economic development,higher education finance"]
["Public University Autonomy in Afghanistan: Assessment of Three Dimensions - Financial, Academic, and Administrative",2019,"https://pdf.usaid.gov/pdf_docs/PA00V11F.pdf","Berger, Joseph B.; Siwash, Najib; Zargar, Waheedullah; Assadullah, Sulaimen; Hedayet, Mujtaba; Aslami, Hassan; Wajdi, Habibullah; Mussaway, Javid",null,"Assessment of eight public universities in Afghanistan. Assesses each institution's financial, academic, and administrative autonomy. Discussion of importance of each dimension of autonomy and challenges the universities faced. Discussion of budgets, budget planning, recruitment, income generation, research, branding and marketing.",2,"Interventions: financial -- budgets, budget planning, recruitment, income generation; Region: Asia Evidence type: qualitative Confirmed: Carol Reyes","Asia","Afghanistan,Asia,Financial sustainability,autonomy,budgets,private sector,public universities,recruitment,strategic management"]
["Financing TVET: A comparative analysis in six Asian countries",2019,"https://www.afd.fr/en/ressources/financing-tvet-comparative-analysis-six-asian-countries","GONÇALVES Christine Uhder","Agence Francaise de Developpement, AFD","Over the last years, technical and vocational education and training (TVET) has been rising in the political agenda of both the international community and many governments around the world. In the new Agenda for Sustainable Development, which will guide the actions of the international community for the next fifteen years, TVET is expected to address multiple demands by helping young people and adults develop the skills they need for employment, decent work and entrepreneurship, promoting equitable, inclusive and sustainable economic growth, and supporting transitions to green economies and environmental sustainability. Yet the question of how to finance this priority is still insufficiently explored. In order to improve their ability to provide sound, evidence-based analysis and advice to their constituents, the French Development Agency (Agence Fran{\\c{c}}aise de D{\\'{e}}veloppement, AFD) and UNESCO launched a regional comparative study on TVET financing approaches. Looking into the example of six Asian countries (Laos, Malaysia, the Philippines, Republic of Korea, Thailand and Viet Nam) and benchmarking them against international practices in Europe, Latin America, Africa and other Asian countries, this study raises issues and explores ways to respond to the challenge of TVET funding.",2,"Interventions: Various, six country case studies presented Region: Asia Evidence type: case study Confirmed: Carol Reyes","Asia","Finance,Financing approaches,TVET,Training Fund"]
["Mid-term evaluation of the Indonesian Higher Education Leadership and Management (HELM) project",2015,"https://dokumen.tips/documents/mid-term-evaluation-of-the-indonesian-higher-education-pdfusaidgovpdfdocs.html","Haugen, Valerie; Pfahl, Nancy Lloyd; Dwatmadji; Arlianti, Rina; Astuti, Erlyn Yuli","International Business and Technical Consultants, Inc. (IBTCI)","The HELM project is one of two USAID higher education projects initiated between 2010 and 2014. HELM is a five-year USD{\\$}19.678 million project under implementation from November, 2011 to November, 2016. HELM aims to build the capacity of higher education leaders and managers from 50 public and private HEIs, including universities, polytechnics and community colleges. These 50 institutions are located across Indonesia that are grouped in two cohorts, each with 25 HEIs respectively. Engagement with Cohort 1 institutions commenced in 2012 and Cohort 2 engagement commenced in mid-2014. HELM seeks to increase the capacity of these HEIs in 4 core management areas: 1. General Administration and Leadership 2. Financial Management 3. Quality Assurance; and 4. Collaboration with External Stakeholders. HELM uses a number of strategies to enhance capacity in these institutions. Four components comprise the delivery strategy: 1. Design technical assistance approaches to achieve effective implementation of key reforms across the higher education system, coordinating with Directorate General for Higher Education/ Direktorat Jenderal Pendidikan Tinggi (DIKTI) and maximizing opportunities to internalize best practice within the Higher Education (HE) system; 2. Provide technical assistance to increase management capacity and improve performance at partner HEIs and disseminate best practices; 3. Strengthen graduate-level programs in higher education leadership and management; and 4. Support Special Initiatives by providing assistance to advance reforms and innovation within management of HEIs.",2,"Interventions: TA to increase management capacity, strengthen graduate-level HE leadership programs, special initiatives to advance reforms and innovation in management Region: Asia Evidence type: program/project evaluation Confirmed: Carol Reyes","Asia","Asia,Capacity building,Indonesia,community colleges,higher education,leadership,polytechnics,universities"]
["Good practice in cost sharing and financing in higher education | Asian Development Bank",2009,"https://www.adb.org/publications/good-practice-cost-sharing-and-financing-higher-education","Levine, Victor","Asian Development Bank","Higher education will have increasing importance in channeling human resources to support social development and economic growth but faces resource constraints and competing priorities in ADB's developing member countries (DMCs). Sudden and large shifts of government financing to higher education in DMCs may derail adequate funds for basic and secondary education. It is thus critical that new paradigms be found for financing higher education. With its well-developed framework for planning, project preparation, and analysis, and its excellent track record in education, ADB is well positioned to provide leadership in this important area. This good practice guide focuses on policy options, strategies, and practical tools for identifying and obtaining information to feed into country-specific dialogue concerning funding shortfalls and innovative methods of higher education finance, including partnerships with the private sector.",2,"Interventions: cost sharing (between students and universities), policy dialog, student loan programs Region: Asia Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Asia","Asia,Asian Development Bank,Education policy,Financing,Higher education,Service delivery"]
["Innovative financing of higher education: Changing options and implications",2018,"https://journals.sagepub.com/doi/abs/10.1177/2347631117738644","Panigrahi, Jinusha","Higher Education for the Future","With the onset of new public management, there is a shift in the methods of financing of higher education institutions across the countries of the world, particularly emerging market economies, from public financing to private financing of higher education.1 Many countries adopted this shift very quickly while others have moved towards a gradual shift in adopting new systems to various extents. With the gradual decline in public financing of higher education institutions in developing countries like India, due to the competing demand for public funds and thereby privatization of public higher education institutions to share the cost of higher education to meet the growing demand for higher education, there are many new innovative methods that are adopted to finance higher education institutions. Further, the massification of higher education has encouraged the expansion of private higher education institutions to meet the sudden burst in the demand for higher education. The article discusses the issues and challenges in implementing the innovative methods of financing across the developed and developing countries with special regard to their implementation in a developing country like India.",2,"Interventions: non-governmental means of funding higher education including diaspora bonds, social impact bonds, debt swaps, debt conversion development bonds Region: Asia Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Asia","Higher education,innovative methods,public financing,public higher education institutions"]
["Mid-term performance evaluation of the University Support and Workforce Development Program (USWDP)",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?",2,"Interventions: internships, career centers, soft skills training, faculty scholarships, curriculum reforms, partnerships Region: Asia Evidence type: program/project evaluation Confirmed: Carol Reyes","Asia","Afghanistan,Education in crisis and conflict,Employment,Gender Equity,Governance,LAC,Partnerships,Private Sector,Professional development,Quality of education,Soft Skills"]
["The Impact of EU Programmes on Financing Higher Education Institutions in Western Balkans – Evidence from Kosovo",2020,"https://journals.um.si/index.php/lexonomica/article/view/530","Jusufi, Gezim; Ajdarpasic, Suada","Lexonomica","The main goal of this paper is to analyse the financial effects of EU education and research programs on the development of higher education institutions in Western Balkan countries with a special emphasis given to Kosovo. To achieve the set goal, we have used the integrative review method. The Western Balkan HEIs do not have sufficient financial capacity to develop new curricula, new study programmes and research projects. They must therefore make use of EU education and research programmes to cover this gap. The evidence provided in the paper supports the idea that HEIs of the countries with low economic development, political challenges and lack of institutional capabilities will have a difficult time funding such undertakings without the assistance of EU programmes. Thus, these programs have a great impact on financing these educational institutions effectively. Therefore, their impact on the funding of universities in this region should be elaborated. It should be noted that there is little research which elaborate the impact of these programs on funding Western Balkan HEIs. These are key findings of the paper.",2,"Interventions: EU grants and programs Region: E{\\&}E Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Europe and Eurasia","EU programmes,Kosovo,financing,higher education institutions,western Balkans"]
["Student finance policies worldwide: Leveraging funding for attainment and equity in higher education",2019,"https://www.acenet.edu/Documents/Student-Finance-Policies-Worldwide.pdf","Gayardon, Ariane De; Brajkovic, Lucia","American Council on Education","This report analyzes national-level higher education financing approaches for a diverse set of countries world- wide, and how each approach relates to equity and attainment. This analysis provides a frame of reference for policymakers to use appropriate funding policies to improve equity and ensure completion. The report begins with an analysis of cost-sharing funding approaches‚Äîpolicies that determine who pays for higher education. We break national funding policies worldwide into four categories: 1) free tuition (both open and restricted access), 2) low tuition fees, 3) high tuition fees supported by loan schemes (mortgage-style and income-contingent), and 4) dual-track policies. We then turn to funding approaches designed to improve equity or foster completion and discuss whether these approaches are working. Throughout the report, we draw on examples from many different national systems and look for patterns linking these policies to equity and attainment outcomes for students. In the conclusion, we consider the future of these policies worldwide and how governments can best use limited resources to ensure that disadvantaged students not only enroll in universities but also complete their degrees.",2,"Interventions: various student-level programs and institution-level policies for student finance Region: global Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Global","Equity,Funding,National policy,access to higher education,attainment,free tuition,student loans"]
["Evaluating financial sustainability of higher education institutions",2015,"http://dx.doi.org/10.5539/ass.v11n20p34","Sazonov, Sergei P.; Kharlamova, Ekaterina E.; Chekhovskaya, Irina A.; Polyanskaya, Elena A.","Asian Social Science","Economic reforms and reforms in the educational sphere have contributed to the increase of the concern towards the efficiency of the activity of educational organizations and higher educational establishments, in particular. This deals with the increased competition in both international and national markets for educational services; the growth of informational openness of higher education establishments and the enhanced role of strategic planning. All these aspects are gradually leading to a new objective that faces higher education establishments, which is a necessity to demonstrate the efficiency of their education services and support it with definite indices. Under conditions of budgetary expenditures, the problem of financial sustainability and efficiency of higher education institutions is becoming urgent, being focused on searching for possibilities to develop education establishments. In this context, the most important issue deals with developing approaches for quantifying financial sustainability and identifying the directions and means of its rise. The article suggests the method for defining the financial sustainability of higher education institutions and discusses both the indices, applied for financial sustainability evaluation, and their threshold values.",2,"Interventions: financial sustainability indices for improving HEI management Region: E{\\&}E, Asia Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Global","Asia,Budgetary funding,Education establishment,Efficiency,Extra-budgetary funds,Financial stability,Funds,Solvency"]
["Can student loans improve accessibility to higher education and student performance?: An impact study of the case of SOFES, Mexico",2004,"https://www.researchgate.net/publication/23549729_Can_Student_Loans_Improve_Accessibility_to_Higher_Education_and_Student_Performance_An_Impact_Study_of_the_Case_of_SOFES_Mexico","Canton, Erik; Blom, Andreas","The World Bank","Financial aid to students in tertiary education can contribute to human capital accumulation through two channels: increased enrollment and improved student performance. We analyze the quantitative importance of both channels in the context of a student loan program (SOFES) implemented at private universities in Mexico. With regard to the first channel, enrollment, results from the Mexican household survey indicate that financial support has a strong positive effect on university enrollment. Given completion of upper secondary education, the probability of entering higher education rises 24 percent. Two data sources are used to investigate the second channel, student performance. Administrative data provided by SOFES are analyzed using a regression-discontinuity design, and survey data enable us to perform a similar analysis using a different control group. Empirical results suggest that SOFES recipients show better academic performance than students without a credit from SOFES. However, the results cannot be interpreted as a purely causal impact of the student loan program, since the impacts also could reflect (self-) selection of students.",2,"Interventions: student loans Region: LAC Evidence type: quantitative quasi-experiment Confirmed: Carol Reyes","Latin America and the Caribbean","Barriers,Budgetary funding,LAC,Mexico,economic development,private universities,public universities,student loans"]
["Assessing the impact of a student loan program on time-to-degree: The Case of a program in Peru",2014,"http://files.pucp.edu.pe/departamento/economia/DDD375.pdf","García, Luis","Departamento de Economia - Pontificia Universidad Catolica del Peru","This paper evaluates the impact of a student loan program on time-to-degree for undergraduate students at a large university in Peru. The loans have been provided to low-income students who display satisfactory academic performance. The decision whether to apply for a loan depends on each student; therefore, simple regression analysis may fail to estimate the impact due to the problem of endogenous regresor. In this study, an instrumental variable approach is employed, and it is found that students with loans obtain their degrees more rapidly than similar students without loans.",2,"Interventions: student loans Region: LAC Evidence type: quantitative quasi-experiment Confirmed: Carol Reyes","Latin America and the Caribbean","Peru,student loans,time-to-degree"]
["Massification and the public financing of higher education in Haiti: issues and challenges",2020,"https://journals.sagepub.com/doi/abs/10.1177/0020852318781457","Jacob, Sergot","International Review of Administrative Sciences","Haitian higher education is changing, but is little studied. This article examines the conditions under which massification recently occurred, on the one hand, and the extent of the inadequacy of public funding since the 1980s, on the other. It highlights that despite faster mass supply to address a social demand that is also rising sharply, the meagre public funding (on average, 0.33{\\%} of gross domestic product, and 1.17{\\%} of the state budget) devoted to the financing of public universities over the last 30 years has hindered their development. In fact, despite the modest increase in the budget of public universities compared to the state budget, massification ultimately resulted in a reduction in expenditure per student, which does not help to create the conditions for an acceptable level of quality education, and deprives the sector of its ability to play an effective role in the socio-economic development process of the country by first putting itself in a position to reflect on the problems of society and on its evolution. Points for practitioners: The system of virtually free studies, funded by the taxpayer, has reached its limits, while institutional mechanisms for regulating massification are essential to protect the consumer and counter the decline in the quality of education. To carve out a better position for the country on the world stage and benefit from the positive externalities of higher education, more public resources must be invested in it. The stake is therefore triple as means must be found, which must be differentiated, not only to fund the universities and the studies themselves, but also to diversify this funding given the limited resources of the state.",2,"Interventions: massification Region: LAC Evidence type: narrative or conceptual analysis of issue Confimed: Carol Reyes","Latin America and the Caribbean","administration in transition,developing countries,planning,public management,strategy"]
["The Integration between financial sustainability and accountability in higher education institutions: An Exploratory case study",2019,"https://www.researchgate.net/publication/337825961_The_Integration_between_Financial_Sustainability_and_Accountability_in_Higher_Education_Institutions_An_Exploratory_Case_Study","Almagtome, Akeel; Shaker, Ameer; Al-Fatlawi, Qayssar; Bekheet, Heider","International Journal of Innovation, Creativity and Change","This study aims to explore the relationship between the financial sustainability and accountability function under the university autonomy and empirically evaluate the extent of the financial sustainability of public higher education institutions in Iraq. To this end, the paper adopts an exploratory approach using semi-structured interviews and content analysis procedures. We introduce a theoretical model to explain the relationship between financial sustainability and accountability function, and use a solvency ratio to evaluate the financial sustainability using the financial data of the university of Kufa for three years 2015-2017. The results indicate that financial sustainability and accountability are interdependent, and in order to ensure adequate funding, management must provide the necessary financial information for accountability function and legitimate its activities. We found that the sample university has a poor financial sustainability forecasts and accordingly it cannot continue as a financially independent unit without the governmental financial support. The further analysis reveals that the financial deficit in the financial position during the time of the study is an inevitable consequence of lack of financial and administrative authorities. The results also provide information and data to other governmental higher education institutions needed to evaluate their own institutions financial sustainability.",2,"Interventions: financial accountabiity measures and financial sustainability forecasting Region: MENA Evidence type: case study Confirmed: Carol Reyes","Middle East","MENA,Tuition fees,University autonomy,accountability,accounting system,financial sustainability"]
["Financing and management of higher education: Evidence from Jordan",2012,"http://dx.doi.org/10.5539/ibr.v5n5p71","El-Sheikh, Emad; Mah'd, Osama; Nassar, Mahmoud; Al-Khadash, Husam Aldeen","International Business Research","This research provides a better understanding of the way for financing and management of higher education in Jordan. The study aims at describing the finance and management methods in Jordanian HE. The private universities in the world were also described in terms of their financing and management method. The Research uses archival documents, observations, and reports in order to accomplish the study objective. The findings emphasize that Jordanian HE is one of the most developed higher educational systems in the Middle East countries. There is much competition in the private HE, this motivates to research the best ways of management and financing for this sector. Worldwide, there is a trend towards private HE. While, world wide private universities depend on tution fees, they receive government subsidiaries. In Jordan, private universities are mainly financed by student tuition fees, and they do not receive any subsidies from the government. Therefore a proper budgetary system might facilitate the need for effective management of university resources and decision-making.",2,"Interventions: student tuition fees, improving budgetary systems Region: MENA Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Middle East","Jordanian private universities,MENA,finance of HE,higher education finance,highet education management,management of HE"]
["Kepler Cohort 2014 Evaluation Endline Report",2015,"https://s3.amazonaws.com/www.kepler.org/Kepler+Year+Two+Endline+Report.pdf","IDinsight",null,"Kepler, a university program in Rwanda which launched in 2013, aims to develop a high quality, low-cost model of higher education. The program provides a blended learning model with Massive Open Online Courses (MOOCs)1 and in-person instruction with a focus on improving job market outcomes for students. IDinsight partnered with Kepler during the 2014-2015 academic year (‚ÄúYear 2‚Äù) to evaluate the impact of the Kepler program during their second year of operation relative to traditional Rwandan universities on students' Critical thinking: 0.53 SD (4.9 pp), as measured by the Watson-Glaser critical thinking test 2. Cognitive skills: English: 0.45 SD (9.0 pp), math: 0.14 SD (2.5 pp, not statistically significant), logic: 0.41 SD (7.9 pp) 3. English: Reading: 0.39 SD (5.8 pp), writing: 0.60 SD (2.8 pp), as measured by the International English Language Testing System (IELTS) reading and writing tests) 4. Computer literacy: 1.90 SD (26.5 pp), as measured by a test that included typing speed, web research, assessing website credibility, Microsoft Word, Microsoft Excel, and email As indicated by the standard effect sizes, all of the statistically significant results above are particularly large in magnitude: in education studies, effect sizes larger than 0.3 SD are considered large, while effect sizes larger than 0.5 SD are considered very large.4 Kepler and comparison students of both cohorts responded to survey questions on various aspects of their university experience. Survey findings related to preparation for the job market show that more Kepler students than comparison students are engaging in internships earlier on in their university education, and are receiving more feedback on their internships. While Kepler students perceive their university to be performing mostly at a similar level as comparison students, though less strong in reputation and importance of coursework, they feel that they have more personal connections they can use in finding jobs and are more confident in their likelihood to find jobs after graduation.",3,"Interventions: blended learning through MOOCs supplemented with in-person instruction and focus in improving job market outcomes Region: Africa Evidence type: quantitative quasi-experiment Confirmed Ciara","Africa","Africa,MOOCs,Rwanda,blended learning,in-person instruction,job market outcomes"]
["A Systematic Review of Mobile Learning Adoption in Higher Education: The African Perspective",2017,"https://researchrepository.murdoch.edu.au/id/eprint/56285/","Kaliisa, Rogers; Picard, Michelle","The Turkish Online Journal of Educational Technology","The spread and popularity of mobile devices has led to their increased application in higher education. While studies have reviewed mobile learning initiatives in different contexts, none has explored this subject in Africa. This systematic review collates and compares studies published between 2010 and 2016 on mobile learning in higher education in the African context to explore the application, impact and challenges of mobile technologysupported learning. Findings show that mobile learning within higher education institutions in Africa increased student and lecturer collaboration and, provide dinstant communication, increased student participation and engagement, facilitating authentic learning and reflective practice, as well as fostering learning communities. A change in the lecturers' approaches to teaching also occurred. The findings also indicate significant challenges in integrating mobile learning in higher education institutions within Africa: poor technological infrastructure, lack of access to modern mobile devices, lack of mobile learning pedagogical skills among lecturers, poor attitudes among students and lecturers, and incompatibility of mobile devices with the university online management systems. Policies to guide the implementation of mobile learning were also lacking. Large-scale studies assessing the effectiveness of mobile learning within African higher education institutions are lacking and existing studies lacked a theoretical framework. The review highlights enabling conditions for successful integration of mobile learning in African institutions addressing access, training, curriculum design, support and technical requirements. The absence of studies reporting on existing mobile learning projects reflects the limited penetration of this technology and associated pedagogies and a need to strengthen research in this emerging field.",3,"Interventions: mobile learning Region: Africa Evidence type: systematic review of literature Confirmed Ciara Notes: DOI not found","Africa","Africa,Developing countries,Educational technology,Mobile devices,Mobile learning,Mobile technologies"]
["Building Academic Staff Capacity to Support Online Learning in Developing Countries",2013,"https://olj.onlinelearningconsortium.org/index.php/olj/article/view/343","Krull, Greig; Mallinson, Brenda","Journal of Asynchronous Learning Networks","Higher Education Institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This has led to some HEIs introducing interactive web technologies to support their distance teaching and learning practices. However, academic staff at these institutions may struggle to provide sufficient support to online learners in part due to inadequate staff capacity in terms of familiarity with and use of online communication tools. This paper reports the practical experiences of building academic staff capacity within three southern Africa institutions, in order to initiate skills development and introduce foundational concepts in support of engaging online learners. The design of the course material is discussed and the experiences of the facilitators and participants are examined.",3,"Interventions: staff capacity building for distance education, course design options for distance education Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Africa","Africa,African higher education,Capacity-building,Learner support,Online learners,Open course"]
["Strategic planning of higher education institutions in Africa: A case study of the University of Dar-es-Salaam",2010,"https://linkinghub.elsevier.com/retrieve/pii/S1877042810011948","Luhanga, Matthew","Procedia - Social and Behavioral Sciences","Socio-economic and political changes which swept through Africa in the 1980s had a major impact on African universities; including the University of Dar-es-Salaam. In response to these changes, the University of Dar-es-Salaam embarked on a self-controlled strategic planning exercise starting in 1989. The model adopted by the University of Dar-es-Salaam and the lessons learnt are summarized in this paper.",3,"Interventions: strategic planning for African universities Region: Africa Evidence type: case study Confirmed: Carol Reyes","Africa","Africa,Dar-es-Salaam,Universities,political,socio-economic,strategic planning"]
["Students' Perceived Challenges in an Online Collaborative Learning Environment: A Case of Higher Learning Institutions in Nairobi, Kenya",2014,"http://www.irrodl.org/index.php/irrodl/article/view/1768","Muuro, Maina Elizaphan; Wagacha, Waiganjo Peter; Kihoro, John; Oboko, Robert","The International Review of Research in Open and Distributed Learning","Earlier forms of distance education were characterized by minimal social interaction like correspondence, television, video and radio. However, the World Wide Web (WWW) and online learning introduced the opportunity for much more social interaction, particularly among learners, and this has been further made possible through social media in Web 2.0. The increased availability of collaborative tools in Web 2.0 has made it possible to have online collaborative learning realized in Higher Learning Institutions (HLIs). However, learners can perceive the online collaborative learning process as challenging and they fail to utilize these collaborative tools effectively. Although a number of challenges have been mentioned in the literature, considerable diversity exists among countries due to diversity in infrastructure support for e-learning and learners' background. This motivated this study to investigate components of online collaborative learning perceived as challenging by learners in HLIs in Kenya. Using a questionnaire, a survey was conducted in two public universities and two private universities to identify students' perceived challenges in an online collaborative learning environment. Through purposive sampling the questionnaire was distributed to 210 students using e-mail and 183 students responded. Based on descriptive analysis the following five major challenges were rated as high: lack of feedback from instructors, lack of feedback from peers, lack of time to participate, slow internet connectivity, and low or no participation of other group members. There was also a relationship between the university type (private or public) with the perceived challenges which included: lack of feedback from the instructor (p=0.046) and work load not shared equally among group members (p=0.000). Apart from slow internet connectivity the rest of the challenges were in line with the observed challenges in the literature.These key challenges identified in this study should provide insight to educators on the areas of collaborative learning that should be improved in order to provide access to quality education that supports effective online collaborative learning in HLIs in Kenya.",3,"Interventions: collaborative online learning Region: Africa Evidence type: quantitative Confirmed Ciara","Africa","Africa,College students,Distance learning,Education,HLIs in Kenya,Kenya,Online instruction,Social interaction,Studies,Web 20,collaborative tools,online collaborative learning,perceived challenges"]
["Students' Awareness and their Use of African Virtual University Open Courseware: A Case of the Open University of Tanzania",2016,"https://www.researchgate.net/publication/301351427","Nyandara, Zamzam I.; Kigobe, Janeth E.","The Open University of Tanzania","This paper examined students' awareness, use and acceptance of the African Virtual University open courseware at the Open University of Tanzania. This explanatory study used qualitative and quantitative data collection and analysis using the framework of the Unified theory of acceptance and use of technology model. A total of 77 questionnaires were used to gather information from students within two regional centers namely, Mwanza and Dar es Salaam, followed by telephone interviews of participants who filled the questionnaires and willingly provided their mobile phone numbers for more communication. It was revealed that majority of students were not aware of the open courseware link at their university's website which implies that they were not using the platform. In addition, majority confirmed usage of printed materials rather than electronic materials as learning content. The study pointed out problems of high cost of internet, limited access to computers and information about open courseware as challenges to majority of students regarding the use of e-learning. This paper concluded that, instructors should orient learners on the existence, usefulness and usage of open courseware study materials as well as other e-learning platforms.",3,"Interventions: open education courseware Region: Africa Evidence type: mixed methods Confirmed Ciara","Africa","AVU,Africa,Dar-es-Salaam,E-Learning,Open Education Resources,Tanzania,UTAUT model"]
["Promoting Distance Education in Higher Education in Cape Verde and Mozambique",2011,"https://www.tandfonline.com/doi/full/10.1080/01587919.2011.584845","Ramos, Fernando; Tajú, Gulamo; Canuto, Louisette","Distance Education","Over the past six years, the authors have been project leaders for three distance education initiatives in Cape Verde and Mozambique: ‚Ä¢ a blended learning master's degree in multimedia in education for faculty in Cape Verdean public higher education institutions (2005‚Äì2008) ‚Ä¢ a teacher training programme for 1375 elementary teachers provided through distance education in Cape Verde (2006‚Äì2008) ‚Ä¢ a blended-learning multimedia in education doctoral programme for staff, at the Centre for Distance Education, University Eduardo Mondlane, Mozambique (2008‚Äì11). This article describes the background to these projects, solutions adopted to meet the specific needs, capabilities, and constraints of the participants and institutions, and difficulties encountered. The project leaders reflect upon their experiences and the main lessons learned, while drawing conclusions that may be relevant to other higher education institutions in Africa and other developing countries embarking on planning and implementing distance education programmes and support units.",3,"Interventions: curriculum development for blended learning, instructor training Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Africa","Africa,Blended learning,Cape Verde,Distance education,Higher education,Institutional change,Mozambique,Online learning,Staff development"]
["Development of an Instructional Design Model for Flipped Learning in Higher Education",2017,"http://link.springer.com/10.1007/s11423-016-9502-1","Lee, Jihyun; Lim, Cheolil; Kim, Hyeonsu","Educational Technology Research and Development","In response to pedagogical challenges in higher education, blended learning has become a prevalent practice in colleges and universities. Flipped learning (FL) represents a newly emerging form of blended learning, where students individually watch online lectures prior to class and then engage in classroom learning activities interacting with peers and instructors. Although the conceptual framework of FL may be intuitively appealing, its design and implementation involve considerable intricacy. The purpose of this study was to develop a FL design model for higher education that could systematically guide instructors or designers in creating an appropriate blend of individualized online lectures and collaborative face-to-face learning activities. Using an established method for model development research, a theoretically constructed initial model was iteratively improved and underwent internal and external validation through model usability tests, expert review, and field evaluation. The implementation of an algebra class in a Korean university designed by the final model resulted in significant increases in the maturity of mathematical views, quality of reflections, and satisfactions of students. Features of the model are discussed, along with theoretical and practical implications and suggestions for further research.",3,"Interventions: flipped learning Region: Asia Evidence type: mixed methods Confirmed Ciara","Asia","Asia,Flipped learning,Flipped learning design model,Higher education,Inverted learning,Model development methodology"]
["Measuring Technical Vocational Education and Training (TVET) Efficiency: Developing a Framework",2016,"https://www.learntechlib.org/p/174232/","Liu, Guimei; Clayton, John","Journal of Open, Flexible, and Distance Learning","The growing demand for an increasingly skilled competitive workforce and the associated demand for change and responsiveness in the provision of technical vocational education and training (TVET) has led to the development of stronger links between New Zealand and the People's Republic of China. A collaborative model programme project aims to improve TVET provision in the two countries through curriculum re-design, joint programme development, and the delivery of quality New Zealand qualifications in China. Because there is there is often a gap or disconnect between policy intent and classroom reality, a critical activity of the model programme project aims to identify and measure when, how, and where this disconnect occurs. This paper identifies the performance indicators that are used to measure learner and institutional success, highlights the strategies used to evaluate the learning environments created, and reports on the development and validation of a userdriven, flexible, internet-based, learning environment instrument for use in multi-national TVET settings. It argues that this instrument provides model programme stakeholders with sufficient data to understand, economically and efficiently, the actual effect of change at the point of delivery.",3,"Interventions: TVET curriculum re-design, application of TVET performance criteria; distance education; online support services; HEI partnership Region: Asia Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Asia","Asia,China,New Zealand,distance education,distance learning,e-learning,flexible delivery,flexible learning,online learning,online support services,open education,open educational resources,open learning,technology- enhanced learning"]
["Role of Distance Education in the Expansion of Female Education Higher Level in Pakistan Review",2010,"https://eric.ed.gov/?id=EJ886459","Malik, Sufiana K.","Turkish Online Journal of Distance Education","The present paper investigated the role of distance education in the expansion of educational facilities for female at higher level of education in Pakistan. The findings of the study report that distance education is playing a vital role in the expansion of female education at higher level as such female who, due to some personal or social compulsions are not able to attend regular institution/university in order to enhance their educational, distance education proves to be a blessing for such females. AIOU is the pioneer in provision of distance education in Pakistan and at present it is playing a significant role in provision of better higher education facilities, especially female are enjoying from these educational facilities as the system of AIOU is flexible enough for female and it provides them equal opportunity to uplift their educational status in spite of the different hurdles in the way of getting higher education without disturbing their family or personal problems. More incentives for female on the part of AIOU for getting higher education may increase the number of female students in AIOU programs of higher education in Pakistan.",3,"Interventions: open online university for women's access to higher education Region: Asia Evidence type: narrative or conceptual analysis of issue Confirmed Ciara Notes: No DOI or ISSN found","Asia","Asia,OAPA,Pakistan,allama iqbal open university,distance education at higher level,female"]
["Critical Success Attributes of Transnational IT Education Programmes: The Client Perspective",2011,"https://www.informingscience.org/Publications/1382","Miliszewska, Iwona; Sztendur, Ewa","Journal of Information Technology Education: Research","How can transnational education (TNE) programs be made more effective? According to the literature, no one is in a better position to comment on this question than the students themselves. At the same time, there is a recognized scarcity in the literature of student input into the issue of transnational program effectiveness. In consideration of this need, a research study was conducted to examine the effectiveness of TNE programs from the student perspective. To this end, transnational students' views on the various dimensions of the TNE context were used as a key indicator of the effectiveness of transnational programs. The evaluated dimensions included student, instructor, curriculum and instruction design, interaction, evaluation and assessment, technology, and program management, and organisational support. Data for the study was collected from approximately five hundred transnational students participating in eight transnational undergraduate computing programs offered by four Australian universities in Hong Kong, Malaysia, Singapore and Vietnam. Overall, students from the eight different programs considered in this study were in agreement as to the factors they perceived as most important to the effectiveness of transnational programs. As anticipated and confirmed by the literature, students were of the view that their own motivation, self-discipline, and the ability to work independently, as well as in a team, was a pre-condition of an effective program. With respect to instructors, students attached the greatest importance to the instructors' ability to understand program requirements and student needs, use communication skills effectively, and be well prepared and organized. They were also in agreement regarding the importance of instructors' experience with technology-based programs and their ability to provide well-designed syllabus and presentation outlines. The relevance of the curriculum to job and career was perceived as the most important aspect of program curriculum and instruction design. The alignment of assessment with learning objectives was also considered important, as was assessment of student attitudes and levels of satisfaction. Students identified two aspects of importance in relation to technology: availability and reliability, and the ease of use of technology. With respect to program management and organizational support, timely preparation of program materials was considered important, as was the institution's attention to the high quality of the program. The findings of the reported study indicate that to improve and sustain transnational programs in the future, it is essential for universities to gain an understanding of the learners' perspective. The findings provide a framework to assist in making informed decisions in the design, development, and review of transnational programs.",3,"Interventions: Various innovations in online education Region: Asia Evidence type: quantitative Confirmed Ciara","Asia","Asia,Australia,Hong Kong,Instruction,Learning environment,Malaysia,Program attributes,Program effectiveness,Singapore,Student perspectives,Transnational education,Vietnam"]
["Effect of Blended Learning Environment on Transfer of Learning: An Experimental Study",2013,"http://doi.wiley.com/10.1111/jcal.12009","Demirer, V.; Sahin, I.","Journal of Computer Assisted Learning","The main purpose of the study is to investigate the effect of the blended learning and face-to-face learning on students' academic achievements and transfer of learning. The first aim of the study is to analyse the students' academic achievements to determine the change of theoretical knowledge in terms of the instructional method applied in this study. However, students' performances during the learning process are not always a good indicator. Therefore, the second aim of the study is to examine transferring students' theoretical knowledge to their educational multimedia projects. For this purpose, 14 weeks of pre- and post-test experimental study is designed. The study is administered through an educational technology course in which students learn how to develop educational multimedia materials. The participants are undergraduate pre-service teachers; they are assigned randomly to the experimental and control group. While the experimental group has both online and classroom sessions, the control group has only face-to-face classroom sessions. Although there is no significant difference between the groups in terms of academic achievement, the students in the blended group are more successful in transferring their knowledge to their projects than the ones in the face-to-face group. In conclusion, the results show that the blended learning approach has a positive effect on the transfer of learning.",3,"Interventions: blended learning Region: E{\\&}E Evidence type: randomized controlled trial Confirmed Ciara","Europe and Eurasia","Academic achievement,Blended learning,E{\\&}E,Face-to-face learning,Transfer of learning"]
["A Systematic Review of the Critical Factors for Success of Mobile Learning in Higher Education (University Students' Perspective)",2015,"http://journals.sagepub.com/doi/10.1177/0735633115571928","Alrasheedi, Muasaad; Capretz, Luiz Fernando; Raza, Arif","Journal of Educational Computing Research","The phenomenon of the use of a mobile learning (m-Learning) platform in educational institutions is slowly gaining momentum. However, the enthusiasm with which mobile phones have been welcomed into every aspect of our lives is not yet apparent in the educational sector. To understand the reason, it is important to understand user expectations of the system. This article documents a systematic review of existing studies to find the success factors for effective m-Learning. Our systematic review collates results from 30 studies conducted in 17 countries, where 13 critical success factors were found to strongly impact m-Learning implementation. Using these results within the framework of the diffusion of innovation model for innovation adoption and the critical success factors together help us see what aspects of the innovation decision process are the likely causes of the reduced take-up of m-Learning by university students.",3,"Interventions: mobile learning Region: Asia, Africa, MENA, E{\\&}E, North America Evidence type: systematic review of literature Confirmed Ciara","Global","Africa,Asia,CSFs,E{\\&}E,MENA,North America,mobile learning,systematic review"]
["Student Experiences of Participating in Five Collaborative Blended Learning Courses in Africa and Asia: A Survey",2016,"https://www.tandfonline.com/doi/full/10.3402/gha.v9.28145","Atkins, Salla; Yan, Weirong; Meragia, Elnta; Mahomed, Hassan; Rosales-Klintz, Senia; Skinner, Donald; Zwarenstein, Merrick","Global Health Action","Background: As blended learning (BL; a combination of face-to-face and e-learning methods) becomes more commonplace, it is important to assess whether students find it useful for their studies. ARCADE HSSR and ARCADE RSDH (African Regional Capacity Development for Health Systems and Services Research; Asian Regional Capacity Development for Research on Social Determinants of Health) were unique capacity-building projects, focusing on developing BL in Africa and Asia on issues related to global health. Objective: We aimed to evaluate the student experience of participating in any of five ARCADE BL courses implemented collaboratively at institutions from Africa, Asia, and Europe. Design: A post-course student survey with 118 students was conducted. The data were collected using email or through an e-learning platform. Data were analysed with SAS, using bivariate and multiple logistic regression. We focused on the associations between various demographic and experience variables and student-reported overall perceptions of the courses. Results: In total, 82 students responded to the survey. In bivariate logistic regression, the course a student took [p=0.0067, odds ratio (OR)=0.192; 95{\\%} confidence interval (CI): 0.058-0.633], male gender of student (p=0.0474, OR=0.255; 95{\\%} CI: 0.066-0.985), not experiencing technical problems (p{\\textless}0.001, OR=17.286; 95{\\%}CI: 4.629-64.554), and reporting the discussion forumas adequate for student needs (p=0.0036,OR=0.165; 95{\\%}CI: 0.049-0.555) were found to be associatedwith a more positive perception of BL, asmeasured by student rating of the overall helpfulness of the e-learning component to their studies. In contrast, perceiving the assessment as adequate was associated with a worse perception of overall usefulness. In a multiple regression, the course, experiencing no technical problems, and perceiving the discussion as adequate remained significantly associated with a more positively rated perception of the usefulness of the online component of the blended courses. Discussion: The results suggest that lack of technical problems and functioning discussion forums are of importance during BL courses focusing on global health-related topics. Through paying attention to these aspects, global health education could be provided using BL approaches to student satisfaction.",3,"Interventions: blended learning Region: Africa, Asia Evidence type: quantitative quasi-experiment Confirmed Ciara","Global","Africa,Asia,Blended learning,Capacity building,Global health,Student experience"]
["A Meta-Analysis of Blended Learning and Technology Use in Higher Education: From the General to the Applied",2014,"https://link.springer.com/article/10.1007%2Fs12528-013-9077-3","Bernard, Robert M.; Borokhovski, Eugene; Schmid, Richard F.; Tamim, Rana M.; Abrami, Philip C.","Journal of Computing in Higher Education","This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative studies of BL and classroom instruction (CI) from a larger systematic review of technology integration (Schmid et al. in Comput Educ 72:271-291, 2014). In addition, the methodology of meta-analysis is described and illustrated by examples from the current study. The paper begins with a summary of the experimental research on distance education (DE) and online learning (OL), encapsulated in meta-analyses that have been conducted since 1990. Then it introduces the Bernard et al. (Rev Educ Res 74(3):379-439, 2009) meta-analysis, which attempted to alter the DE research culture of always comparing DE/OL with CI by examining three forms of interaction treatments (i.e., student-student, student-teacher, student-content) within DE, using the theoretical framework of Moore (Am J Distance Educ 3(2):1-6, 1989) and Anderson (Rev Res Open Distance Learn 4(2):9-14, 2003). The rest of the paper revolves around the general steps and procedures (Cooper in Research synthesis and meta-analysis: a step-by-step approach, 4th edn, SAGE, Los Angeles, CA, 2010) involved in conducting a meta-analysis. This section is included to provide researchers with an overview of precisely how meta-analyses can be used to respond to more nuanced questions that speak to underlying theory and inform practice-in other words, not just answers to the big questions.\" In this instance we know that technology has an overall positive impact on learning.",3,"Interventions: blended learning, distance learning Region: global Evidence type: meta-analysis Confirmed Ciara","Global"]
["MOOCs, Graduate Skills Gaps, and Employability: A Qualitative Systematic Review of the Literature",2016,"http://www.irrodl.org/index.php/irrodl/article/view/2675","Calonge, David Santandreu; Shah, Mariam Aman","The International Review of Research in Open and Distributed Learning","The increasing costs of higher education (HE), growing numbers of flexible anytime, anywhere learners, and the prevalence of technology as a means to up-skill in a competitive job market, have brought to light a rising concern faced by graduate students and potential graduate employers. Specifically, there is a mismatch of useful skills obtained by students through HE institutions which is evident upon graduation. Faced with this dilemma, ‚Äúgraduate students,‚Äù or more specifically newly graduated students, with a with bachelor's degree, and a growing number of employers are turning to Massive Open Online Courses, or MOOCs, as a complimentary mechanism through which this skills gap may be bridged. It is found in the literature that MOOCs are often discussed within the capacity of their development, their retention rates, institutional policies regarding their implementation, and other such related areas. Examinations into their broader uses, benefits, and potential pitfalls have been limited to date. Therefore, this paper aims to analyse the literature highlighting the use of MOOCs as a means to reduce the mismatch in graduate skills. As such, this literature analysis reviews the following relevant areas: higher education and graduate skills gap, today's graduates and employability, and MOOCs and graduate skills. Through analysing the literature in these areas, this paper identifies gaps in the existing literature.",3,"Interventions: MOOCs, training for employability, skills training Region: Asia, E{\\&}E, North America, Australia Evidence type: systematic review of literature Confirmed Ciara","Global","Asia,Australia,E{\\&}E,Graduate employers,Graduate skills gap,Literature review,MOOCs,North America"]
["Using Collaborative Course Development to Achieve Online Course Quality Standards",2010,"http://www.irrodl.org/index.php/irrodl/article/view/912","Chao, Ining Tracy; Saj, Tami; Hamilton, Doug","The International Review of Research in Open and Distributed Learning","The issue of quality is becoming front and centre as online distance education moves into the mainstream of higher education. Many believe collaborative course development is the best way to design quality online courses. This research uses a case study approach to probe into the collaborative course development process and the implementation of quality standards at a Canadian university. Four cases are presented to discuss the effects of the faculty member/instructional designer relationship on course quality, as well as the issues surrounding the use of quality standards as a development tool. Findings from the study indicate that the extent of collaboration depends on the degree of course development and revision required, the nature of the established relationship between the faculty member and designer, and the level of experience of the faculty member. Recommendations for the effective use of quality standards using collaborative development processes are provided.",3,"Interventions: distance education revision; instructional design; faculty-instructional designer collaboration in course development Region: North America Evidence type: case study Confirmed Ciara","Global","Course development,North America,course development team,distance education,instructional design standards,online course quality,online education,online learning,quality standards"]
["Online Education Platforms Scale College STEM Instruction with Equivalent Learning Outcomes at Lower Cost",2020,"https://advances.sciencemag.org/lookup/doi/10.1126/sciadv.aay5324","Chirikov, Igor; Semenova, Tatiana; Maloshonok, Natalia; Bettinger, Eric; Kizilcec, René F.","Science Advances","Meeting global demand for growing the science, technology, engineering, and mathematics (STEM) workforce requires solutions for the shortage of qualified instructors. We propose and evaluate a model for scaling up affordable access to effective STEM education through national online education platforms. These platforms allow resource-constrained higher education institutions to adopt online courses produced by the country's top universities and departments. A multisite randomized controlled trial tested this model with fully online and blended instruction modalities in Russia's online education platform. We find that online and blended instruction produce similar student learning outcomes as traditional in-person instruction at substantially lower costs. Adopting this model at scale reduces faculty compensation costs that can fund increases in STEM enrollment.",3,"Interventions: blended and distance learning Region: E{\\&}E, Asia Evidence type: randomized controlled trial Confirmed Ciara","Global","Asia,E{\\&}E,Russia"]
["Universal Instructional Design Principles for Mobile Learning",2011,"http://www.irrodl.org/index.php/irrodl/article/view/965","Elias, Tanya","The International Review of Research in Open and Distributed Learning","The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular relevance for distance education are selected, and their recommendations are discussed in relation to the design of educational materials for a range of mobile devices. The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology.",3,"Interventions: instructional design principles for elearning Region: global Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Global","Mobile learning,Universal instructional design principles,global"]
["Exclusively Synchronous Online (VIRI) Learning: The Impact on Student Performance and Engagement Outcomes",2019,"http://journals.sagepub.com/doi/10.1177/0273475318818864","Francescucci, Anthony; Rohani, Laila","Journal of Marketing Education","There are growing trends in postsecondary education that emphasize the importance of online and technology-enabled learning. This study aims to investigate whether the use of virtual, interactive, real-time, instructor-led (VIRI) online learning can deliver the same student performance and engagement outcomes as a face-to-face (F2F) course. The data consist of 698 participants taught in eight sections, over two semesters, with two different instructors. An analysis of variance was used to compare the differences for both student performance and engagement outcomes. The findings show that a synchronous course delivered using VIRI classroom technology has the same level of student performance outcomes as F2F learning. This study suggests that VIRI technology is an effective synchronous learning environment.",3,"Interventions:¬†synchronous online learning Region: North America Evidence type: quantitative quasi-experiment Confirmed Ciara","Global","North America,instructor-led,interactive,learning,real-time,synchronous,virtual"]
["Closing the achievement gap in a large introductory course by balancing reduced In-person contact with increased course structure",2019,"https://www.lifescied.org/doi/10.1187/cbe.18-08-0153","Gavassa, Sat; Benabentos, Rocio; Kravec, Marcy; Collins, Timothy; Eddy, Sarah","CBE‚ÄîLife Sciences Education","Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100{\\%} online) and a hybrid-and-flipped course (50{\\%} online 50{\\%} face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced.",3,"Interventions: distance learning; blended learning Region: North America Evidence type: quantitative quasi-experiment Confirmed Ciara","Global","Hispanic serving institutions,Hybrid learning,North America,Online education,blended learning,distance learning,hybrid online education"]
["Higher Education for Refugees in Low Resource Environments: Research Study",2016,"https://www.jigsawconsult.com/stories/15-higher-education-for-refugees","Gladwell, C.; Hollow, D.; Robinson, A.; Norman, B.; Bowerman, E.; Mitchell, J.; Floremont, F.; Hutchinson, P.","Jigsaw Consult","The research study provides an in-depth perspective on camp-based and urban programmes, based on extensive fieldwork. This included eight field visits to 15 refugee higher education programmes, in-person interviews with 303 refugee students, outcome stars with 119 students, and interviews (both in-person and distance-based) with 138 programme staff and sector experts. The analysis of the research study is structured around five thematic areas: accessibility and participation, academia and organisational structure, technology, pedagogy, and impact and future. Key learning points are provided for each of these themes, alongside overall lessons for the sector and 'good practice principles' to guide effective programme implementation. The research seeks to prioritise the voices of refugee students throughout. We hope that these reports provide a useful contribution to all those working in the sector. The research was conducted in partnership with Refugee Support Network and was generously funded by an anonymous foundation.",3,"Interventions: Many! In-person, blended, virtual, and third-country based learning platforms for refugees Region: Africa, Asia, MENA Evidence type: qualitative Confirmed Ciara","Global","Africa,Asia,Global guidance,In-person,Jordan,Kenya,Lebanon,MENA,Malawi,Myanmar,Thailand,blended,platforms for refugees,third-country based learning,virtual"]
["Effects of Implementing a Hybrid Wet Lab and Online Module Lab Curriculum into a General Chemistry Course: Impacts on Student Performance and Engagement with the Chemistry Triplet",2018,"https://pubs.acs.org/doi/10.1021/acs.jchemed.7b00642","Irby, Stefan M.; Borda, Emily J.; Haupt, Justin","Journal of Chemical Education","Here, we describe the implementation a hybrid general chemistry teaching laboratory curriculum that replaces a portion of a course's traditional wet lab\" experiences with online virtual lab modules. These modules intentionally utilize representations on all three levels of the chemistry triplet - macroscopic, submicroscopic, and symbolic. The implementation of this curriculum allowed an opportunity to evaluate this new course structure. First student performance was assessed based on pre- and post-assessments. Second, dialogue from students working through the traditional and module versions of one lab was analyzed for how each format encouraged students to engage with the chemistry triplet. Data suggest both formats led to positive learning gains.",3,"Interventions: hybrid learning; online training for laboratory science Region: North America Evidence type: mixed methods Confirmed Ciara","Global"]
["Changing the TVET Paradigm: New Models for Lifelong Learning",2019,"https://www.tandfonline.com/doi/full/10.1080/14480220.2019.1629722","Kanwar, Asha; Balasubramanian, K.; Carr, Alexis","International Journal of Training Research","The digital revolution is rapidly transforming the world of work and the skills profiles of many occupations. The pace of change necessitates continuous skilling and reskilling, through lifelong learning. Traditional models of TVET which view formal training as terminal will not prepare workers for the constantly evolving world of work in an age of technological transformations. This paper argues for the need to integrate informal and non-formal learning in TVET systems and address the pedagogical implications of this integration. Research on emerging innovative approaches to TVET in both developed and developing country contexts is reviewed, with a special focus on new models for work-based and community-based learning, which can promote transformative, lifelong learning. The actual and potential role of technology within these models is highlighted, together with recommendations for policy and practice.",3,"Interventions: TVET work-based learning, TVET community-based learning, TVET apprenticeship training, TVET skills development Region: developing countries Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Global","Digital revolution,andragogy,developing countries,heutagogy,life-long learning,new paradigm of TVET,pedagogy,technological change,transformative learning"]
["MOOCs and OER in the Global South: Problems and Potential",2018,"http://www.irrodl.org/index.php/irrodl/article/view/3742","King, Monty; Pegrum, Mark; Forsey, Martin","The International Review of Research in Open and Distributed Learning","This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online learning technologies in Southern contexts, we identify five interrelated themes emerging from the literature: 1) access to the Internet; 2) participant literacies; 3) online pedagogies; 4) the context of content; and 5) the flow of knowledge between North and South. The significance of Southern voice and participation is addressed in the final section, which concludes that on balance, the literature offers a qualified endorsement of the potential and actualities of MOOCs and OER in the global South. The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South.",3,"Interventions: massive open online courses (MOOCs) and open education resources (OER) Region: Africa, Asia, LAC Evidence type: systematic review of literature Confirmed Ciara","Global","Africa,Asia,LAC,MOOCs,OER,global South,international education,online learning"]
["Using ICTs and Blended Learning in Transforming TVET",2017,"https://unesdoc.unesco.org/ark:/48223/pf0000247495","Latchem, Colin",null,"The Education for All initiative concluded in 2015, but in many countries, and particularly in the developing countries, secondary education is still the preserve of the privileged few. This means that millions of adults and young people are denied the opportunity to complete their basic education, which in turns sees them trapped in a pattern of low-skilled, low-income work. How can they gain the knowledge and skills necessary to improve both their lives and their employment opportunities? This book draws on the expertise and experience of 15 experts who examine the potential of technical and vocational education and training (TVET) to bring education to those who might otherwise be unable to access it. It discusses ways in which information and communication technology‚Äìbased (ICT-based) methodologies can contribute to the transformation and expansion of TVET programmes and courses. Drawing on nine case studies, it provides insight into ‚Äî and lessons learned from ‚Äî different applications of ICTs in TVET around the globe, examines issues of cost and approaches to planning for successful and sustainable applications of ICTs and offers recommendations for the international organisations, governments, policy makers, managers and staff responsible for TVET. This book should prove to be a valuable asset for both practising and potential TVET providers. Using ICTs and Blended Learning in Transforming TVET is co-published by COL and UNESCO as part of COL's Perspectives Series on Open and Distance Learning.",3,"Interventions: labor market analysis in TVET programming; TVET instructor support/training; TVET e-apprenticeship Region: global Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Global","TVET e-apprenticeship,TVET instructor support/training,global,labor market analysis in TVET programming"]
["Blended Learning in Computing Education: It's Here but Does It Work?",2020,"http://link.springer.com/10.1007/s10639-019-09920-4","Monk, Ellen F.; Guidry, Kevin R.; Pusecker, Kathleen Langan; Ilvento, Thomas W.","Education and Information Technologies","Blended learning, a combination of face-to-face and computer-assisted pedagogy, is gaining acceptance at universities as an alternative learning experience. Modern technology has given faculty new ways to incorporate active learning and increase student engagement in their courses. Although the broad history of technology-enhanced coursework has demonstrated that student learning is usually very comparable to what occurs in traditional coursework, recent studies focusing specifically on blended learning in totally redesigned classes report positive results. Were those positive results due to the online blending or to the redesign of the class? To answer this question and other limitations and challenges in past studies, the authors present their unique research that measures learning in a blended undergraduate management information systems course where identical classes were compared, one being all face-to-face and one being one-third online. By varying only course modality, this research answers the question of whether blended learning is a superior learning environment in an undergraduate MIS class, a second-level MIS class covering ERP, business processes, databases, advanced spreadsheets, and data analytics. Collecting both quantitative and qualitative data, the authors use a critical realism lens to create a mechanism for learning. Quantitative data, analyzed by multiple regression models and qualitative data, analyzed by content analysis lead to the outcome that learning is comparable to traditional coursework, grade-wise, but students prefer face-to-face class time. It also reveals that self-regulatory skills are evident, confirming that blended learning can aid in the construction of learning.",3,"Interventions: blended learning Region: North America Evidence type: mixed methods Confirmed Ciara","Global","Blended learning,Constructivism,Critical realism,E-learning,Hybrid learning,North America"]
["AECT Instructional Design Standards for Distance Learning",2018,"http://link.springer.com/10.1007/s11528-018-0282-9","Piña, Anthony A.","TechTrends","AECT's Vision Statement states, BWe seek to be the premier international organization in educational technology, the orga- nization to which others refer for research and best practices{\\^{}} (AECT 2018). The fall 2017 publication of the AECT Instructional Design Standards for Distance Learning (Pi{\\~{n}}a 2017) is a watershed event for our Association and a leap forward in achieving the vision. The article discusses AECT standards/instructional design standards for distance learning.",3,"Interventions: instructional design standards for distance learning Region: global Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Global","AECT standards,distance education,global,instructional design standards"]
["Students with Disabilities and Online Learning: A Cross-Institutional Study of Perceived Satisfaction with Accessibility Compliance and Services",2011,"http://dx.doi.org/10.1016/j.iheduc.2011.05.004","Roberts, Jodi B.; Crittenden, Laura A.; Crittenden, Jason C.","The Internet and Higher Education","Distance education has grown significantly over the past two decades, and the need to evaluate and enforce online course federal accessibility standards is gaining momentum among educators, students, and legislators. The purpose of this study was to determine if students with disabilities, who are enrolled in online courses, certifications, and degree programs, are satisfied with their respective institutions' accessibility and compliance services and with their ability to be academically successful in an online learning environment. The results of the study indicated that students with a disability perceive their disability to have a negative impact on their ability to succeed in online courses; however, the majority reported that their requests for accommodations were met. Recommendations on how institutions can take steps toward meeting all accessibility standards without sacrificing rigor and dynamic online course design are provided.",3,"Interventions: accommodation In online learning for students with disabilities Region: North America Evidence type: qualitative Confirmed Ciara","Global","Accessibility,Certification,Compliance,Distance education,Higher education,North America,Online learning,Students with disabilities,online education,student disabilites"]
["Virtual Mobility as an Inclusion Strategy in Higher Education: Research on Distance Education Master Degrees in Europe, Latin America and Asia",2014,"http://journals.sagepub.com/doi/10.2304/rcie.2014.9.2.165","Ruiz-Corbella, Marta; Álvarez-González, Beatriz","Research in Comparative and International Education","Mobility of higher education students is one of the main indicators of competitiveness among universities, and a key aspect for quality in education. Colleges with virtual and distance methodologies include student mobility programmes. Within this context, the Active Projects (Erasmus MUNDUS Programme, EC: Net-Active and Active-Asia) compare and evaluate the feasibility of Virtual Mobility programmes for students in distance learning courses at institutions in Europe, Latin America and central Asia. The methodological information, organisation and content of 256 master's degrees offered in distance learning programmes at universities from the three regions were analysed. This article presents and discusses the main results, particularly convergences and divergences among these regions, the issues affecting online and distance higher education, focusing on the development and delivery of postgraduate studies (MSc courses) and, especially, the possibilities of inter-institutional collaboration through Virtual Mobility. One of the main conclusions is that in order to advance towards internationalisation, higher education study plans should offer master's degrees comparable, understandable and consistent with other academic offerings. This article is the result of research conducted over six years by a team of scholars and experts from Europe, Latin America and central Asia.",3,"Interventions: distance education, student mobility programs Region: LAC, Asia, E{\\&}E Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Global","Asia,E{\\&}E,LAC,distance education,student mobility programs"]
["Barriers and Enablers to Adoption and Diffusion of eLearning",2014,"https://www.emerald.com/insight/content/doi/10.1108/ET-11-2012-0123/full/html","Singh, Gurmak; Hardaker, Glenn","Education + Training","Purpose: The purpose of this paper is to identify and examine the antecedents that enable or constrain the adoption and diffusion of eLearning in higher education (HE). The key focus of the study is on the examination of how the organisation's diffusion structures, systems or processes influence the individual adoption of eLearning. The findings from this literature review contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Design/methodology/approach: An extensive search of the literature was conducted. The selected references were analysed into a number of categories; macro-level studies examining HE context of eLearning, micro-level studies focusing on individual and social factors and articles focusing on management issues of adoption and diffusion of technological innovations. Finally, over 300 articles were used to compile the findings of this paper. Findings: The paper argues that future research studies should not model the adoption and diffusion of eLearning based primarily on either an individualist (Micro) or structuralist (Macro) perspective, but by using a more interactive approach to examine the complexity and multiple levels and dimensions of social reality. Research limitations/implications: A significant exclusion and one which clearly calls for further research, is the aspect of institutional structures such as library systems, virtual learning environments, administrative support systems and other technical systems such as enrolment, registration, assessment and students, with respect to the adoption of eLearning. Future studies may want to explore the interplay between these structures and agency. Practical implications: The study findings contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Considering the slow and often disappointing adoption of eLearning within higher education institutions (HEIs), the study reveals the nature of adoption that may inform the development of institutional eLearning diffusion structures. Social implications: The paper identifies that the importance of individual factors influencing the adoption of eLearning has been acknowledged by the above studies, and the underlying message has emerged that levels of eLearning adoption would be higher if strategic managers recognised the social dimensions of eLearning innovation and diffusion, such as: academic and professional goals, interests and needs; technology interests; patterns of work; sources of support; and social networks. The argument is that currently eLearning is geared towards technically literate\" and innovative staff and this strategy reduces the likelihood of mainstream faculty actually adopting instructional technology for their own teaching. Originality/value: A review of the eLearning literature shows that there only a few substantive theoretical accounts which adequately integrate multiple levels of analysis and explain adoption and diffusion of eLearning in terms of the interplay between structural influences and individual action. The paper argues for future research to be integrated in a general analytical framework.\"",3,"Interventions: eLearning Region: E{\\&}E, Africa, North America Evidence type: systematic review of literature Confirmed Ciara","Global","Adoption and diffusion,Africa,Computer-assisted learning,Distance learning,E{\\&}E,Innovation,Learning technologies,North America,eLearning"]
["Unbundling Faculty Roles in Online Distance Education Programs",2010,"http://www.irrodl.org/index.php/irrodl/article/view/798","Tucker, Jan; Neely, Patricia","The International Review of Research in Open and Distributed Learning","Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment. Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration that is often overlooked. As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role.",3,"Interventions: unbundled faculty roles in the design and implementation of online learning Region: North America Evidence type: qualitative Confirmed Ciara","Global","Faculty roles,North America,faculty costs Unbundling,higher education,online education,unbundling"]
["Analysis of Distance Education Business Models in Brazilian Private Higher Education Institutions",2020,"http://dergipark.org.tr/tr/doi/10.17718/tojde.727981","Britto, Lidiane Campos; Crispim, Sergio Feliciano","Turkish Online Journal of Distance Education","This article is based on a research whose objective was to create and analyze the undergraduate business model taxonomy in Distance Education (DE) modality at private Higher Education Institutions in Brazil. As methodological procedure, a survey was conducted from August to November 2017, with 43 Brazilian institutions and a cluster analysis. The analysis resulted in the formation of two to three groups (clusters) in each of the nine business model building blocks explored in the literature review, in a total of 24 groups. From these groupings and the analysis of each group characteristics, their taxonomic classifications were created, that is, the main objective of this work. Two distinct and recurrent business models in distance education were also identified and analyzed, based on the 43 surveyed institutions study.",3,"Interventions: distance education Region: LAC Evidence type: quantitative Confirmed Ciara","Latin America and the Caribbean","Brazil,Business model,Distance education,LAC,Taxonomy"]
["Characterizing UNAM's Open Education System Using the OOFAT Model",2019,"http://www.irrodl.org/index.php/irrodl/article/view/4108","Cervantes-Perez, Francisco; Vadillo, Guadalupe; Bucio, Jackeline; Herrera, Alma","The International Review of Research in Open and Distributed Learning","Mexico's national university (UNAM) is a public mega university with a 46-year history in open education. This article presents an analysis based on the open, online, flexible provision of technology-enhanced higher education (OOFAT) model, developed by Orr and his colleagues (2018). The aim of this analysis was to characterize UNAM's open and distance education system in terms of openness, flexibility, and its business model, in three distinct time periods. According to this analysis, the system has evolved in all areas, and at present has a content-focused approach in terms of flexibility and openness, which differs from the OOFAT at the center approach that is desired. The study also characterized the UNAM system's business model as a prospector-like approach, which highlights the possibilities for instilling innovation through the schools that comprise this system. The analysis allowed for mapping the current situation and thus sheds light on defining the steps necessary for creating an integrally open system.",3,"Interventions: distance education Region: LAC Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Latin America and the Caribbean","LAC,Mexico,North America,OOFAT model,UNAM,flexibility,future of education,openness"]
["Impact of a Remote Lab on Teaching Practices and Student Learning",2018,"https://doi.org/10.1016/j.compedu.2018.07.012","Viegas, Clara; Pavani, Ana; Lima, Natércia; Marques, Arcelina; Pozzo, Isabel; Dobboletta, Elsa; Atencia, Vanessa; Barreto, Daniel; Calliari, Felipe; Fidalgo, André; Lima, Delberis; Temporão, Guilherme; Alves, Gustavo","Computers & Education","Remote Laboratories have become part of current teaching and learning, particularly in engineering. Their potential to aid students beyond their hands-on lab classes has been a matter of discussion in literature. Teachers and researchers are aware that the thorough analysis of both strengths and shortcomings of remote labs in didactical implementations may not only lead to the improvement of these resources but also of the pedagogical implications in engineering classes. The present study was carried out in a Higher Education Institution in Brazil in two different courses during three consecutive semesters where a remote lab (VISIR) addressing electric and electronic topics was implemented, yielding 471 students' academic results and opinions. These students' results (while using VISIR) cross-analysed with the course characteristics, reveal some factors teachers may tackle to foster student learning and motivation. The conclusions point to the need for VISIR interface modernization and showed it is more useful in basic courses than in more advanced ones, when dealing with classic lab experiments. Results also show that teachers' involvement plus their ability to brief students on VISIR's usefulness have a significant influence not only on students' performance but also on their perception of learning and satisfaction with the tool. In the analysed cases, the students with more learning needs seemed to be the ones who could benefit more from VISIR.",3,"Interventions: remote laboratory, virtual reality Region: LAC Evidence type: mixed methods Confirmed Ciara","Latin America and the Caribbean","Improving classroom teaching,Interactive learning environments,LAC,Pedagogical issues,Teaching/learning strategies,Virtual reality"]
["Comparing Student Achievement in Traditional Learning with a Combination of Blended and Flipped Learning",2020,"https://onlinelibrary.wiley.com/doi/abs/10.1002/nop2.492","Halasa, Suhaila; Abusalim, Nimer; Rayyan, Mohammad; Constantino, Rose E.; Nassar, Omayah; Amre, Huda; Sharab, Moayad; Qadri, Insirah","Nursing Open","Aim: The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course. Design: A quasi-experimental study. Method: Students were split into an experimental blended learning with a flipped classroom design group and a control group using the traditional, teacher-centred learning method. Data were collected during spring 2018 (13.3 weeks) and student's grades for the registered course and their grade point average (GPA) were recorded. Results: Findings showed statistically significant increases in student grades in the experimental group. Predictability calculations also showed better achievement of learning outcomes if a blended learning with a flipped classroom design is continued to be used in the future.",3,"Interventions: flipped classroom; blended learning Region: MENA Evidence type: quantitative quasi-experiment Confirmed Ciara","Middle East","MENA,academic achievement,blended learning,flipped classroom,nursing education,traditional learning"]
["An Empirical Investigation of the Antecedents of Learner-Centered Outcome Measures in MOOCs",2019,"https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-019-0144-3","Rabin, Eyal; Kalman, Yoram M.; Kalz, Marco","International Journal of Educational Technology in Higher Education","This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. Previous studies used success criteria from formal education contexts placing retention and completion rates as the ultimate outcome measures. We argue that the suggested learner-centered outcomes are more appropriate for measuring success in non-formal lifelong learning settings because they are focused on the learner's intentions, rather than the intentions of the course developer. The behavioural measures of 125 MOOC participants who answered a pre- and a post-questionnaire were harvested. The analysis revealed that learner satisfaction was directly affected by: the importance of the MOOC's benefits; online self-regulated learning - goal setting; number of video lectures accessed; and, perceived course usability. Age and the number of quizzes accessed indirectly effected learner satisfaction, through perceived course usability and through number of video lectures accessed. Intention-fulfillment was directly affected by: gender; the importance of the MOOC's benefits; online self-regulated learning - goal setting; the number of quizzes accessed; the duration of participation; and, perceived course usability. Previous experience with MOOCs and the importance of MOOC's benefits, indirectly affected intention-fulfillment through the number of quizzes accessed and perceived course usability.",3,"Interventions: MOOCs (massive open online courses) Region: MENA Evidence type: quantitative quasi-experiment Confirmed Ciara","Middle East","Educational data mining,Intention-fulfilment,Learning analytics,MENA,MOOC,Perceived learning outcomes,Structural equation modeling,Student satisfaction"]
["Skills at Scale: Transferable Skills in Secondary and Vocational Education in Africa",2017,"https://mastercardfdn.org/research/skills-at-scale/","African Institute for Development Policy","Mastercard Foundation","Our newest report, Skills at Scale: Transferable Skills in Secondary and Vocational Education in Africa, examines how Africa's growing population of youth offers an incredible resource for socioeconomic transformation and growth. Governments of many African countries are bringing transferable skills training (such as financial literacy, communication, teamwork and problem-solving) into their formal education systems to enhance the job-readiness of their young people. This in-depth, case study examination was commissioned by the Foundation and undertaken by the African Institute for Development Policy to look at how the integration of transferable skills training was done in Rwanda, Kenya, and Nigeria. Youth represent an energetic and resourceful demographic that, with the right education and skills, will be a force contributing to productive economies in Africa. Currently, there are approximately 220 million youth in Africa between the ages of 15 and 35. An estimated 11 million young people will enter the job market every year over the next decade. It is critical that secondary, vocational and tertiary institutions prepare students for the workplace and/or for self-employment. Transferable skills are highly valued by employers and enhance an individual's ability to earn a living. Transferable skills have been shown to be correlated with improved outcomes in school, life, and work, yet until recently have not been integrated within formal educations systems on the continent. The report offers insights and lessons for governments, implementers, donors, and education experts, as similar efforts are undertaken in other countries and regions. We hope this report will contribute to the broader dialogue on practical approaches to increasing the relevance of education, and for supporting youth in their transitions to sustainable livelihoods. Presents three cases, one TVET in Kenya. They used a 9-step basic employability skills training model based on the BEST model. Reached approximately 15,000 youth. At the end 75{\\%} were placed in jobs and 8{\\%} started businesses or were self-employed.",4,"Interventions: various interventions to improve skills development Region: Africa Evidence type: case study Confirmed Ciara","Africa","Africa,Community involvement,Kenya,Nigeria,Rwanda,Scaling,Skills for employment,TVET,interventions to improve skills development"]
["Skills Development and Youth Employability In West Africa: Observations on the state of TVET and good practices from Senegal, Ghana, Ivory Coast, and Nigeria",2020,"http://www.adeanet.org/en/knowledge-and-resources/skills-development-youth-employability-west-africa-senegal-ghana-ivory-coast","Busson, Svenia","Association for the Development of Education in Africa","Many Sub-saharan African countries are facing huge challenges in creating relevant education and employment opportunities for their young and fast growing population. Demand for jobs outpace growth in job opportunities. While many of the jobs available are in technical and Ô¨Åelds, Technical and Vocational Education and Training (TVET) is generally not leveraged effectively for a range of reasons - including lack of legislative and political support from the state, outdated curricula, insufÔ¨Åcient public-private partnerships and undesirable perception of TVET among the public. However, even in the face of these challenges, there are a number of successful initiatives operating in TVET. Recommendations to improve the state of TVET in this part of the world could be to recognize and support formal as well as informal TVET paths in order to improve its image. Also, the private sector could play a huge role by becoming more engaged in TVET through offering more internships, apprenticeships etc. Last but not least, it seems important to cultivate an entrepreneurial mindset in the African youth, to move from job search to job creation. This report provides an overview on the state of TVET in West Africa (focusing on Senegal, Nigeria, Ghana and Ivory Coast) and highlights examples of successful models and good practices from the ground.",4,"Interventions: TVET apprenticeships, internships, and other skill-acquisition interventions Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Africa","Africa,Ghana,Ivory Coast,Nigeria,Senegal,TVET apprenticeships,Technical and vocational education and training,West Africa,internships,skill-acquisition interventions"]
["Harnessing the potential of hospitality and tourism for young people's employment",2018,"https://mastercardfdn.org/wp-content/uploads/2018/08/MCF14003-Youth-Think-Tank-2018-Report-vFA-AODA.pdf","Mastercard Foundation","Mastercard Foundation","With over one billion young people set to enter the global labour market over the next decade, the opportunity for the largest youth generation in history to reshape economies is upon us. With this opportunity comes an urgency to find solutions that unleash the agency of young people to build their confidence, amplify their voices, and ensure they have the skills needed for work. To date, however, how to support young people in leading economic change has remained unclear for employers and policymakers alike. All too often, this is because young people are not engaged as experts who are capable of not only answering these key questions, but also adding unique value and perspectives that decision-makers may lack. This youth-led research into the hospitality and tourism sector highlights the voices of young people who were interviewed by their peers regarding the challenges and opportunities presented by the sector. All too often, the perspectives and voices of young people are absent when this sector is examined. This research attempts to fill this gap by elevating these voices. Findings: 1) Youth leadership can promote the hospitality and tourism sector; 2) Youth people must co-lead initiatives to broaden access to training and jobs; 3) Employers must invest in youth employee's growth to support sector stability; 4) Governments must engage with young people and deliver their priorities for employment; 5) With confidence and support, young people will take control of their own career paths; 5) Governments must prioritize youth engagement and sector development",4,"Interventions: various policies and practices for increasing employment opportunities for youthIn the tourism and hospitality sectors Region: Africa Evidence type: qualitative Confirmed Ciara","Africa","Africa,Ghana,Kenya,Malawi,Private sector,Rwanda,Sub-Saharan Africa,TVET,Tanzania,Tourism,Uganda,Zambia,civic engagement,hospitality,tourism,tourism sector,youth development,youth employment opportunities"]
["Knowledge creation and human capital for development: The role of graduate entrepreneurship",2011,"www.emeraldinsight.com/0040-0912.htm","Mitra, Jay; Abubakar, Y. A.; Sagagi, M.","Education and Training","Purpose: Tackling structural and emergent problems in the labour market, valorising skilled human capital (HC) for opportunity creation, economic development and growth, are some of the key drivers for graduate entrepreneurship. This paper aims to examine developments in Africa, focusing on the significance of improving human capital through graduate entrepreneurship to meet the Millennium Development Goals (MDGs) in Nigeria. Design/methodology/approach: Based on a unique Education Partnerships in Africa (EPA) project the paper adopts a conceptual and exploratory approach to understand the institutional, cultural and economic dimensions of change and the specific role of graduate entrepreneurship education and training in enabling productive outcomes, using an illustrative case study of the project to develop the arguments. Findings: Knowledge creation lies at the heart of entrepreneurship development in developing economies such as Nigeria. Knowledge creation (KC) for entrepreneurship (E) is based on human capital (HC) development. In circumstances of uneven growth in developing economies HC development is the only constant. Harnessing HC for entrepreneurship can be based on three sets of propositions derived from an examination of the relationship between KC, HC and E, which locate graduate entrepreneurship's role within a holistic, institutional framework. Originality/value: The paper's originality lies in the development of a model for promoting and evaluating a holistic approach to graduate entrepreneurship in developing countries based on the targeting of MDGs. It offers new insights into the role of graduate entrepreneurship in economic and social development.",4,"Interventions: entrepreneurship training; network of proponents of entrepreneurship Region: Africa Evidence type: case study Confirmed: Carol Reyes","Africa","Africa,Education,Entrepreneurialism,Entrepreneurship,Graduates,Holistic and institutions,Human capital,Human resource development,Knowledge creation,Millennium Development Goals,Nigeria,Opportunity"]
["Issues and Challenges of Curriculum Reform to Competency-Based Curricula in Africa: A Meta-Synthesis",2017,"http://doi.wiley.com/10.1111/nhs.12316","Muraraneza, Claudine; Mtshali, Ntombifikile Gloria; Mukamana, Donatilla","Nursing and Health Sciences","Although in recent decades reforms to undergraduate nursing and midwifery education have increasingly been guided by the concept of competency-based curriculum in a drive to produce competent graduates in the African context, the topic remains poorly researched in-depth. The related issues and challenges need to be explored in the interest of evidence-based practice. This article stems from a systematic review of qualitative literature on the design and implementation of competency-based curriculum. Data was inductively analyzed using constant comparison. The two categories that emerged were: (i) the need for a paradigm shift to competency-based curriculum; and (ii) the associated issues and challenges, such as a shift from informative to transformative learning, lack or limited of involvement of key stakeholders in curriculum development, focus on hospital-oriented education, lack of preparation of educators, and inappropriate resources. While ongoing reform of nursing and midwifery education continues, much still needs to be done ‚Äì in particular, extensive financial investment to increase the capacity of educators, mentors and infrastructure, and the development of collaborative frameworks between nursing and midwifery and higher educational councils.",4,"Interventions: competency-based curricula Region: Africa Evidence type: meta-analysis Confirmed Ciara","Africa","Africa,competency-based curricula,leaders,nurse/midwifery educators,students,undergraduate"]
["Tackling Youth Unemployment: Evidence from a Labor Market Experiment in Uganda",2020,"https://pedl.cepr.org/publications/tackling-youth-unemployment-evidence-labor-market-experiment-uganda","Rasul, Imran; Bandiera, Oriana; Alfonsi, Livia; Burgess, Robin; Bassi, Vittorio; Vitali, Anna; Sulaiman, Munshi","Econometrica: Journal of the Econometric Society","We design a labour market experiment to compare demand-side and supply-side policies to tackle youth unemployment, a key issue in low-income countries. The experiment tracks 1700 workers and 1500 firms over four years to contrast the effects of offering workers vocational training (VT) to offering firms wage subsidies to train workers on-the-job (FT). Both treatments lead to skill accumulation but whilst VT workers learn sector-specific skills, FT workers learn more firm-specific skills. This is associated with higher employment rates for each type of worker but the effect is 50{\\%} larger for VT (21{\\%} vs 14{\\%}) and their total earnings increase by more (34{\\%} vs 20{\\%}). Structurally estimating a job ladder model reveals the mechanisms: VT workers receive higher rates of unemployment-to-job offers and higher rates of job-to-job offers. This greater labour market mobility stems from the certifiability and transferability of their skills, and causes the wage pro{\\ldots}les of VT workers to diverge away from FT workers. Evidence from the firm-side of the experiment complements these findings: we find that some of the higher returns to VT are driven by workers matching to higher productivity firms. Our evidence shows both {\\ldots}rms and workers are constrained in this setting and that subsidies to either side of the labour market would increase workers' employment and earnings. However, VT workers are better o¬§ than FT workers as the greater certifiability and transferability of their skills allows them to climb the job ladder more quickly.",4,"Interventions: vocational training compared to firm-provided training Region: Africa Evidence type: randomized controlled trial Confirmed Ciara","Africa","Africa,Apprenticeship,Human Capital,Labor Mobility,Training,Uganda"]
["Lessons Learnt from Two Decades of Graduate Tracer Research: Recommendations for the South African Context",2019,"https://www.journals.ac.za/index.php/sajhe/article/view/2628","Senekal, J.; Munro, N.","South African Journal of Higher Education","Graduate tracer studies may be an appropriate research method for responding to various problems in the South African higher education context, including difficulties associated with higher education transformation and graduate employability. However, there is little context-relevant literature on the implementation of the various methodologies that may be used, and no assessment of the relevance of these methods for the South African context. In an attempt to synthesise graduate tracer study research, and to recommend potential models for conducting graduate tracer studies in South Africa, a systematic quantitative literature review was conducted of 23 graduate tracer studies from 13 countries, published between 1995 and 2016. The findings from this review point to three potential models for implementation in the South African context: a large-scale model, a smaller-scale model, and a mixed-method model. These recommended models may allow for the more efficient and effective implementation of graduate tracer studies across the South African context.",4,"Interventions: tracer studies of graduates Region: Africa Evidence type: systematic review of literature Confirmed Ciara","Africa","Africa,South Africa,alumni research,career destinations,employment trends,graduate tracer studies,systematic quantitative literature review"]
["Assessing Cross Border Partnerships: Increasing the Quality and Relevance of Higher Education in Afghanistan",2018,"https://pdf.usaid.gov/pdf_docs/PA00T1DJ.pdf","Afghanistan Ministry of Education; FHI360",null,"Assessment of 3 on-going cross-border partnerships between Afghan and U.S. universities. Three research questions: 1) What benefits have partners received? 2) How effective is their communication and how have they addressed the challenges in communication? 3)How have they addressed sustainability challenges, including gender issues and the current security environment?",4,"Interventions:¬†various measures to increase higher education access to youth and women, in particular; partnership with U.S. universities Region: Asia Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Asia","Afghanistan,Asia,Education in Crisis and Conflict,Education in crisis and conflict,Enrollment,Faculty,Gender Equity,Gender equity,Higher education,Partnerships,Security,Sustainability,Teachers,Underrepresented populations,partnerships"]
["Integration and Development of Employability Skills into Malaysian Higher Education Context: Review of the Literature",2019,"http://www.sciedu.ca/journal/index.php/ijhe/article/view/16287","Fahimirad, Mehrnaz; Nair, Pradeep Kumar; Kotamjani, Sedigheh Shakib; Mahdinezhad, Maryam; Feng, Jia Bao","International Journal of Higher Education","This paper aims to provide a comprehensive literature review on the role of employability skills or generic skills in designing, integrating, and assessing curriculum in Malaysian higher education context. This study addresses the issue and challenges of integrating generic skills or employability skills in higher education context. Then the research gap on the lack of integrating generic skills in Malaysian higher education system is highlighted and the past studies which addressed the issue of integrating and assessing generic skills in Malaysian universities are reviewed. The results revealed that some Malaysian universities attempted to integrate generic skills into their curriculum to increase the rate of employability; however, there is an ambiguity regarding the assessment of generic skills in the context of higher education. Further research needs be conducted to investigate the assessment of generic skills.",4,"Interventions: Curriculum reform to promote skills development for employability Region: Asia Evidence type: narrative review of literature Confirmed Ciara","Asia","Asia,Curriculum development,Employability skills,Generic skills,Higher educations,Job skills,Malaysia"]
["Mid-term performance evaluation of the University Support and Workforce Development Program (USWDP)",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?",4,"Interventions: internships, career centers, soft skills training, faculty scholarships, curriculum reforms, partnerships Region: Asia Evidence type: program/project evaluation Confirmed: Carol Reyes","Asia","Afghanistan,Education in crisis and conflict,Employment,Gender Equity,Governance,LAC,Partnerships,Private Sector,Professional development,Quality of education,Soft Skills"]
["Employability Skills Required by the 21st Century Workplace: A Literature Review of Labor Market Demand",2017,"http://www.atlantis-press.com/php/paper-details.php?id=25884538","Suarta, I. Made; Suwintana, I. Ketut; Sudhana, I. G. P. Fajar Pranadi; Hariyanti, Ni Kadek Dessy","Advances in Social Science, Education and Humanities Research","This paper discusses the importance of employability skills of graduates in entering the workforce according to employers' perceptions, through a literature review. In 21 st century workplace, the occupation-specific skills are no longer sufficient for graduates to meet the needs of labour markets. Workers are nowadays expected to have an additional set of skills and attributes, called employability skills. Employability skills become a very important issue at the national, regional, and international labour market. The literature review found a number of employability skills attribute required by graduates in entering the workforce. Communication skills, problem-solving and decision-making skills, and teamwork skills are the attributes of employability skills with highest importance level. Graduates are also expected to have a number of personal attributes included: self-awareness, self-confidence, independence, emotional intelligence, flexibility and adaptability, stress tolerance, creativity and initiative, willingness to learn, reflectiveness, lifelong learning, and professional behaviour. Keywords-labour market; 21 st-century workplace; employability skills; personal attributes.",4,"Interventions: employability skills Region: Asia Evidence type: narrative review of literature Confirmed Ciara","Asia","21st century workplace,Asia,employability skills,labour market,personal attributes"]
["Skills Development in Higher Education in Vietnam",2009,"https://www.tandfonline.com/doi/full/10.1080/13602380802364175","Trung, Tran Quang; Swierczek, Fredric William","Asia Pacific Business Review","The purpose of this study is to explore the status quo of skills development in universities in Vietnam, and to identify the factors that have impacts on skills development. A survey of 251 department managers was carried out to explore employers' needs. Two other surveys including 717 final-year students and 1838 students in other years from four universities were conducted to analyze graduate competencies and skill delivery in every particular course. Skill delivery and graduate competencies are generally below standard, especially interpersonal skills for effective teamwork. Skills could be effectively developed through group assignments and learning approaches such as case studies, group discussions, and software practice. Understanding course objectives and course contents can also positively elaborate skill delivery. In addition to school activities, part-time experiences have been shown to enhance graduate competencies.",4,"Interventions: skills training Region: Asia Evidence type: quantitative Confirmed Ciara","Asia","Asia,Graduate competencies,Higher education,Learning approach,Skill delivery,Student performance,Vietnam"]
["Putting Higher Education to Work: Skills and Research for Growth in East Asia",2012,"https://openknowledge.worldbank.org/handle/10986/2364","World Bank","The World Bank","Putting Higher Education to Work: Skills and Research for Growth in East Asia is a comprehensive look at higher education in East Asia‚Äîhow it has changed, how it will continue to evolve, and how it can be improved to become more responsive and relevant to the needs of the labor market and the economy as a whole. Using innovative firm surveys and the latest available evidence from the region, the authors shed light on the functional skills that workers must possess to be employable and to support firms' competitiveness and productivity. They also examine how higher education systems can produce the commercially applicable research that will help countries apply, assimilate, adapt, and develop the new technologies that will drive growth. Though this volume focuses specifically on the developing countries of East Asia, its methodologies, messages, and analysis will be important resources for students, researchers, and policy makers who study and shape the delivery of higher education and training in other regions around the world. The authors offer valuable and succinct guidance on some of the most effective policy measures being deployed by national and regional governments, by firms, and by universities themselves to enhance the contribution that higher education systems can make to economic change. Higher education will continue to be a core issue for the World Bank and its client countries, and it will also constitute a central pillar of the labor and educational agenda for years to come. I am confident that this volume, the first in the East Asia and Pacific Regional Report Series, will help the region's economies embrace the challenge of achieving rapid growth led by gains in productivity. The measures proposed in this volume should help East Asia reach this objective in an increasingly competitive global environment.",4,"Interventions: many interventions for improving skills training in higher education Region: Asia Evidence type: mixed methods Confirmed Ciara","Asia","Asia,higher education,interventions to improve skills development"]
["Evaluation interim report for the Georgia II Industry-Led Skills and Workforce Development Project",2019,"https://www.mathematica.org/our-publications-and-findings/publications/evaluation-interim-report-for-the-georgia-ii-industry-led-skills-and-workforce-development-project","Borkum, Evan; Cheban, Irina; Fernandez, Camila; Nichols-Barrer, Ira","Mathematica for Millennium Challenge Corporation","MCC's $140 million Georgia Compact II (2014-2019) funded the $16 million Industry-Led Skills and Workforce Development (ISWD) Project, which aimed to improve the alignment between the skills of Technical and Vocational Education and Training (TVET) graduates and the skills demanded by the labor market. It provided grants to establish new or improved courses reflecting industry demand; awarded smaller grants to document and disseminate best practices; provided technical assistance to the government related to sector policy; and held annual TVET conferences. Key findings: 1) Through Program Improvement Competitive Grants (PICG) Activity, the ISWD project established 51 new or improved TVET courses in Georgia; 2) These courses were established in close cooperation between the TVET provider and private sector partners, who provided knowledge and material support; 3) Total enrollment in courses exceeded compact's target; 4) Trainees and teachers had positive first impressions of the new courses; 5) There was optimism about trainee's labor market prospects; 6) Small grants supported dissemination of best practices that could be replicated by others; 7) Technical assistance component delivered support for a wide range of policy reforms, but more work will need to be done; 8) Annual TVET conference well-attended and well-received by stakeholders",4,"Interventions: TVET courses to meet industry demand for particular skills, university-industry collaboration Region: E&E Evidence type: program/project evaluation Confirmed Ciara","Europe and Eurasia","Asia,Georgia,Private Sector Partner,TVET courses,university-industry collaboration,vocational education,workplace learning"]
["Graduate Employability and Competence Development in Higher Education—A Systematic Literature Review Using PRISMA",2020,"https://www.mdpi.com/2071-1050/12/15/5900","Abelha, Marta; Fernandes, Sandra; Mesquita, Diana; Seabra, Filipa; Ferreira-Oliveira, Ana Teresa","Sustainability","This paper aims to develop a systematic review on graduate employability and competence development, intending to present an international perspective on the matter. It analyses the role of higher education institutions in promoting the development of competences for employability. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was used as a formal systematic review guideline for data collection. Data was obtained from research studies over the period 2009‚Äì2019. The analysis included a total of 69 papers from Web of Science (WoS) and Scopus databases. Results show that Europe leads the number of publications on these topics during the past decade. One of the main issues associated with competence development and graduate employability found in the review is related to the (mis)match between university graduates' competences and employers' needs. Findings indicate that higher education institutions are concerned with using strategies to enhance the development of competences for graduate employability. Graduate employability and competence development around the world depend on a strong sense of innovation and collaboration practices implemented in higher education.",4,"Interventions: employability skills Region: Africa, Asia, MENA, E{\\&}E, North America, Australia Evidence type: systematic review of literature Confirmed Ciara","Global","Africa,Asia,Australia,E{\\&}E,MENA,North America,competences,employability,graduates,higher education,prisma,systematic review"]
["MOOCs, Graduate Skills Gaps, and Employability: A Qualitative Systematic Review of the Literature",2016,"http://www.irrodl.org/index.php/irrodl/article/view/2675","Calonge, David Santandreu; Shah, Mariam Aman","The International Review of Research in Open and Distributed Learning","The increasing costs of higher education (HE), growing numbers of flexible anytime, anywhere learners, and the prevalence of technology as a means to up-skill in a competitive job market, have brought to light a rising concern faced by graduate students and potential graduate employers. Specifically, there is a mismatch of useful skills obtained by students through HE institutions which is evident upon graduation. Faced with this dilemma, ‚Äúgraduate students,‚Äù or more specifically newly graduated students, with a with bachelor's degree, and a growing number of employers are turning to Massive Open Online Courses, or MOOCs, as a complimentary mechanism through which this skills gap may be bridged. It is found in the literature that MOOCs are often discussed within the capacity of their development, their retention rates, institutional policies regarding their implementation, and other such related areas. Examinations into their broader uses, benefits, and potential pitfalls have been limited to date. Therefore, this paper aims to analyse the literature highlighting the use of MOOCs as a means to reduce the mismatch in graduate skills. As such, this literature analysis reviews the following relevant areas: higher education and graduate skills gap, today's graduates and employability, and MOOCs and graduate skills. Through analysing the literature in these areas, this paper identifies gaps in the existing literature.",4,"Interventions: MOOCs, training for employability, skills training Region: Asia, E&E, North America, Australia Evidence type: systematic review of literature Confirmed Ciara","Global","Asia,Australia,E{\\&}E,Graduate employers,Graduate skills gap,Literature review,MOOCs,North America"]
["Managerial Strategies to Adapt the Academic Curriculum to the Labor Market",2014,"https://www.ceeol.com/search/article-detail?id=141620","Ipate, Dragos Mihai; Pârvu, Iuliana; Mitran, Paula Cornelia","Economics, Management, and Financial Markets","Involvement of the higher education management in adapting educational systems to the expectations of the labor market is not only a necessity, but also a duty, given that most students attend a university wishing to increase their employability. In this paper the issue has been addressed in terms of active involvement of higher education institutions in the training of employable graduates, able to become useful for economy and to obtain job satisfaction. Thus, it was presented and analyzed how the curriculum can be used as a suitable tool for the assimilation of employability as a fundamental objective of higher education institutions.",4,"Interventions: higher education management approaches for making curricula more relevant for employment Region: global Evidence type: narrative or conceptual analysis of issue Confirmed Ciara Notes: ISSN: 1842-3191","Global","curriculum,employability,global,higher education management"]
["Identification of Employability Skills - Starting Point for the Curriculum Design Process",2014,"http://connection.ebscohost.com/c/articles/95505257/identification-employability-skills-starting-point-curriculum-design-process","Ipate, Dragos Mihai; Pârvu, Iuliana; Mitran, Paula Cornelia","Economics, Management, and Financial markets","Successful universities of 2020 will be able to bring on the labor market graduates with competencies expected by employers and society, as a whole. Thus, as the pressure exerted by the representatives of the labor market is increasing, universities are forced to act in the context of the policies and strategies targeted according to social needs. Among these, a significant proportion is held by policies that are related to the involvement of higher education institutions in increasing the employability of future graduates by developing academic programs based on the development of competencies and skills necessary for the labor market. This paper presents the results of some relevant global and national studies on transversal skills expected by employers of university graduates in economics. The usefulness of this study, in terms of university management approach, is justified by the fact that skills identification represents the first stage, and a very important one, to be covered in the process of curriculum redesign.",4,"Interventions: various approaches for identifying employability skills Region: global Evidence type: narrative or conceptual analysis of issue Confirmed Ciara Notes: ISSN: 1842-3191","Global","global,higher education management,transversal competencies"]
["Changing the TVET Paradigm: New Models for Lifelong Learning",2019,"https://www.tandfonline.com/doi/full/10.1080/14480220.2019.1629722","Kanwar, Asha; Balasubramanian, K.; Carr, Alexis","International Journal of Training Research","The digital revolution is rapidly transforming the world of work and the skills profiles of many occupations. The pace of change necessitates continuous skilling and reskilling, through lifelong learning. Traditional models of TVET which view formal training as terminal will not prepare workers for the constantly evolving world of work in an age of technological transformations. This paper argues for the need to integrate informal and non-formal learning in TVET systems and address the pedagogical implications of this integration. Research on emerging innovative approaches to TVET in both developed and developing country contexts is reviewed, with a special focus on new models for work-based and community-based learning, which can promote transformative, lifelong learning. The actual and potential role of technology within these models is highlighted, together with recommendations for policy and practice.",4,"Interventions: TVET work-based learning, TVET community-based learning, TVET apprenticeship training, TVET skills development Region: developing countries Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Global","Digital revolution,andragogy,developing countries,heutagogy,life-long learning,new paradigm of TVET,pedagogy,technological change,transformative learning"]
["Training Service Delivery for Jobs and Productivity MCC's Lessons Learned in Technical and Vocational Education and Training",2020,"http://www.mcc.gov/p-into-p","Ricou, Marcel; Moore, Ryan","Millennium Challenge Corporation","Between 2008 and 2014, MCC invested over {\\$}148 million in its ‚ÄúFirst Generation‚Äù of technical and vocational education and training (TVET) programs, aimed at promoting economic growth and poverty reduction. Independent evaluations from El Salvador, Morocco, and Namibia revealed that MCC achieved many output targets but failed to achieve the intended labor market outcomes. This is in line with the mixed results of TVET interventions in the literature. Weak TVET service provider accountability, especially accountability to firms, is identified as the core constraint to achieving employment and income impacts for individuals and productivity impacts for firms. Drawing on the evaluations of the First Generation programs and additional lessons from the design and implementation of a ‚ÄúSecond Generation‚Äù of TVET projects, a new results framework is presented, pointing to five key lessons for the design and delivery of improved TVET. TVET interventions should: i) focus on addressing identifiable skills gaps; ii) ensure programs measurably contribute to labor market outcomes and firm productivity; iii) strengthen provider accountability to clients, especially employers; iv) strengthen the ability of policymakers to hold providers accountable; and v) should contribute to addressing pre-existing inequalities in the labor force. An emerging toolkit describes how MCC plans to operationalize these lessons for future projects.",4,"Interventions: First generation: new/rehabilitated training facilities and equipment, student scholarships, training of trainers, and national policy reforms. Region: LAC, Asia, MENA, Africa Evidence type: program/project evaluation This was recently given to me by MCC as their most important evidence on tracer studies\" Confirmed Ciara\"","Global","Africa,Asia,El Salvador,First generation: new/rehabilitated training facil,LAC,MENA,Morocco,Namibia,national policy reforms,student scholarships,training of trainers"]
["Entrepreneurship Education in Agriculture: The EARTH University Approach",2017,"https://ageconsearch.umn.edu/record/262827","Sherrard, Daniel; Alvarado, Irene","African Journal of Rural Development","Entrepreneurship is an essential component of agricultural development and is receiving increasing interest, especially in the developing world. However, until very recently, entrepreneurship has not been a theme included in programs of higher education in agriculture. This paper highlights the importance of entrepreneurship in agricultural development and describes in some detail the entrepreneurial capacity building program at EARTH University in Costa Rica. The paper concludes with a discussion of the challenges and possibilities for developing agribusiness entrepreneurial education programs in the African context.",4,"Interventions: intensive entrepreneurship curriculum Region: LAC, Africa Evidence type: narrative or conceptual analysis of issue Confirmed Ciara Notes: ISSN: 2415-2838","Global","Agricultural development,Costa Rica,EARTH University,LAC,entrepreneurial education"]
["Technical and Vocational Education and Training (TVET) Interventions to Improve the Employability and Employment of Young People in Low‐ and Middle‐Income Countries: A Systematic Review",2013,"https://www.researchgate.net/publication/259486407_Technical_and_vocational_education_and_training_TVET_interventions_to_improve_the_employability_and_employment_of_young_people_in_low-_and_middle-income_countries_A_systematic_review","Tripney, Janice; Hombrados, Jorge; Newman, Mark; Hovish, Kimberly; Brown, Chris; Steinka-Fry, Katarzyna; Wilkey, Eric","Campbell Systematic Reviews","The increase of low-income, low-skilled youth in the labour market, particularly in developing countries, is a major concern internationally. In some regions of the world, young people are nearly three times as likely as adults to be unemployed. They are also more likely to work in the informal labour market than adults, in low quality jobs that offer limited socio-economic security, training opportunities, and working conditions. This enormous unlocked potential represents a substantial loss of opportunity for both individuals and society. With increasing emphasis being given to work- and skills-based solutions to economic competition and poverty in the developing world, comes a renewed focus on technical and vocational education and training (TVET) as a means to expand opportunities for marginalised youth. Although several reviews have attempted to summarise the existing research in this area, there are a number of limitations to these reviews. There is a need to systematically examine the evidence base to provide a picture of the types of TVET interventions being used to raise employment, to identify those that are effective and ineffective, and to identify areas in which more research needs to be conducted. The main objective of this systematic review was to summarise the available evidence on the effects of TVET interventions for young people in developing countries to inform policy, practice, and research. The questions guiding this study were: 1) What are the effects of different models of technical and vocational education and training (TVET) interventions on the employment and employability outcomes of young people, aged 15-24 years, in low- and middle-income countries? 2) What do the findings suggest about moderating effects?",4,"Interventions: employability skill training in TVETs Region: Africa, Asia, LAC, MENA, E&E Evidence type: systematic review of literature Confirmed: Carol Reyes","Global","Low-and-middle-income countries,Work-integrated learning,low-and-middle-income countries,low-skilled,training,vocational education,youth"]
["Developing Employability in Engineering Education: A Systematic Review of the Literature",2020,"https://www.tandfonline.com/doi/full/10.1080/03043797.2018.1534086","Winberg, Christine; Bramhall, Mike; Greenfield, David; Johnson, Patrick; Rowlett, Peter; Lewis, Oliver; Waldock, Jeff; Wolff, Karin","European Journal of Engineering Education","In this systematic review of the research literature on engineering employability, curricular and pedagogical arrangements that prepare graduates for work in the twenty-first century were identified. The research question guiding the review was: Which curricular and pedagogical arrangements promote engineering students' employability? The particular focus of the study was on how authors prioritised engineering knowledge and professional skills. The review drew on a theoretical framework that differentiated between engineering knowledge and professional skills to explain how employability could be included in engineering programmes. Data was obtained from research studies over the period 2007‚Äì2017. We found an interdependent relationship between engineering knowledge and professional skills that enabled engineering graduates to attain employability. The com of engineering problems require students to master engineering knowledge, while the ability to work with others across contexts requires professional skills. Both are necessary for deep understanding of engineering principles and a focus on real world problems.",4,"Interventions: employability skills Region: Africa, Asia, MENA, North America, Australia Evidence type: systematic review of literature Confirmed Ciara","Global","Africa,Asia,Australia,Engineering employability,MENA,North America,professional competence,professional skills,soft skills"]
["The impact of higher education on entrepreneurship and the innovation ecosystem: A Case study in Mexico",2019,"https://www.mdpi.com/2071-1050/11/20/5597","Castro, May Portuguez; Scheede, Carlos Ross; Zermeño, Marcela Georgina Gómez","Sustainability (Switzerland)","Entrepreneurship is recognized as an engine for the economy. However, Latin America must promote higher opportunities for the creation of new businesses, especially for technology-based ventures. In this sense, the Center for Global Innovation and Entrepreneurship (CGIE) of the University of Texas at Austin offers a Master of Science in Technology Commercialization (MCCT) that prepares students with methodologies to promote the creation of new businesses in Mexico. This study aims to know the contribution of training to the creation of new companies, and its role in the innovation and the technology transfer processes, from the viewpoint of the participants. This research presents a case study that analyzes the impact of the MCCT through the analysis of the data of a survey answered by 109 former students of this center. Findings show that the methodologies developed by the MCCT allow the creation of technology-based enterprises and entrepreneurial skills in students. This study presents good practices that can be emulated by other countries in the region, as well as recognizing the great value the role of higher education in creating synergies between actors of the innovation ecosystem that strengthen social and economic growth.",4,"Interventions: entrepreneurship, technology commercialization Region: LAC Evidence type: case study Confirmed: Carol Reyes","Latin America and the Caribbean","Business creation,Educational innovation,Entrepreneurship education,Higher education,Innovation,Innovation ecosystem,Mexico,Science and technology,Sustainability,Technology transfer"]
["The skills development challenge in Latin America: Diagnosing the problems and identifying public policy solutions",2016,"https://www.mathematica.org/our-publications-and-findings/publications/the-skills-development-challenge-in-latin-america-diagnosing-the-problems-and-identifying-public","Fiszbein, A.; Cosentino, C.; Cumsille, B.","Mathematica Policy Research","In spite of an increase in the years of schooling attained by adults in Latin American countries, evidence highlights gaps in skills development that represent a bottleneck to productivity growth and to the ability of Latin American workers to obtain gainful employment. This paper describes key drivers of the skills development problem and offers recommendations that seek to leverage policy tools to address the challenge. Key Findings: Regulations, financial incentives, information, and public/private partnerships may be leveraged to (1) better align the content and skills taught with the demands of the labor market (through competency-based and technical/vocational education), (2) enhance quality (through strengthened quality assurance mechanisms and widespread dissemination of information), and (3) improve graduation rates in secondary and tertiary education (in particular through outcomes monitoring and evidence-based solutions).",4,"Interventions: various interventions to improve skills training, Including competency-based and technical/vocational education, assurance, outcomes monitoring Region: LAC Evidence type: Narrative or conceptual analysis of issue Confirmed Ciara","Latin America and the Caribbean","LAC,assurance,competency-based education,graduation rates,outcomes monitoring,private partnership,skill development,technical education,vocational education"]
["Final performance evaluation of the higher education for economic growth activity",2018,"https://pdf.usaid.gov/pdf_docs/PA00T881.pdf","Megan, Gavin; Cristina, Accioly; Oscar, Picardo","Mendez England and Associates","The purpose of the final performance evaluation of the Higher Education for Economic Growth Activity (HEA) is to provide recommendations to: 1) the Activity for the final year; and 2) the United States Agency for International Development (USAID) for future programming. The evaluation focused on five evaluation questions (EQs), including: assessing results (EQ 1); the role of clusters (EQ 2); the government and higher education institutions (EQ 3); gender (EQ 4); and analyzing the extent to which results will be sustained (EQ 5). The evaluation used a mixed-methods approach, including document review; analysis of HEA's monitoring and evaluation data and performance indicators; key informant interviews and surveys for faculty/staff; focus group discussions; and direct observation. Key illustrative findings include: 1) teachers consider diploma programs available, high quality, and well facilitated; 2) trust has been established via positive and significant effects from collaboration; 3) while there has been an established approach to construct a higher education policy, the approach needs to be broader in terms of participants (including the government); 4) there is improved access to science, technology, engineering, and math for women and girls; and 5) the Centers for Career Development, which promote student engagement with the private sector, are the most likely to sustain. The evaluation recommends that USAID continue to support the investigations, curriculum reform implementation, teacher training, and scholarships, as well initiate as the construction of an entity to strategically integrate and give continuity to the cluster model.",4,"Interventions: scholarships for students and teachers, teacher training, career centers, industry partnerships, clusters, curriculum reform Region: LAC Evidence type: program/project evaluation Confirmed: Carol Reyes","Latin America and the Caribbean","Clusters,El Salvador,Female empowerment,Gender equity,LAC,Life skills,Manufacturing,applied research,career centers,clusters,female empowerment,gender equity,partnerships,private sector,scholarships,teacher training"]
["Midterm performance evaluation of USAID Career Center activity",2018,"https://banyanglobal.com/wp-content/uploads/2018/05/Deliverable-H_Banyan-Global_MCCA-Evaluation_Final-Report-2018.05.17.pdf","Banyan Global","Banyan Global","USAID/Morocco designed the USAID Career Center, a four-year program with an additional option year, to bolster the Government of Morocco's (GOM) efforts to assist youth to transition from education to employment. The USAID Career Center is working toward the following objectives: ‚Ä¢ establishing career centers in three universities and three vocational training institutes in Casablanca, Marrakech and Tangiers, as well as a Virtual Career Center (VCC); ‚Ä¢ providing customized work readiness courses; ‚Ä¢ fostering a network to engage the private sector; and ‚Ä¢ developing a career center model that is transferable and sustainable. Includes focus on teaching soft skills for employability.",4,"Interventions: virtual and in-person career centers, soft skills curriculum, job search training Region: MENA Evidence type: program/project evaluation Confirmed Ciara","Middle East","MENA,Morocco,caree center,job search training,soft skills curriculum,virtual and in-person career centers,virtual career center,vocational education"]
["Entrepreneurship Education and Entry into Self-Employment Among University Graduates",2016,"https://linkinghub.elsevier.com/retrieve/pii/S0305750X15002090","Premand, Patrick; Brodmann, Stefanie; Almeida, Rita; Grun, Rebekka; Barouni, Mahdi","World Development","Entrepreneurship education has the potential to enable youth to gain skills and create their own jobs. In Tunisia, a curricular reform created an entrepreneurship track providing business training and coaching to help university students prepare a business plan. We rely on randomized assignment of the entrepreneurship track to identify impacts on students' labor market outcomes one year after graduation. The entrepreneurship track led to a small increase in self-employment, but overall employment rates remained unchanged. Although business skills improved, effects on personality and entrepreneurial traits were mixed. The program nevertheless increased graduates' aspirations toward the future.",4,"Interventions: curriculum reforms, tertiary entrepreneurship training, training and coaching to develop a business plan Region: MENA Evidence type: randomized controlled trial Confirmed Ciara","Middle East","MENA,Tunisia,entrepreneurship education,program evaluation,randomized control trial,self-employment,skills,training"]
["Student-centered Teaching and Learning in Higher Education: Transition from Theory to Practice in Nigeria",2015,"https://www.ijern.com/journal/2015/August-2015/29.pdf","Anyanwu, Stella; Iwuamad, Fidelia","International Journal of Education and Research","The paradigm shift from teacher-centered to student-centered pedagogy has a worldwide advocacy for its practice at all levels of education. Nigeria, a major sub-Saharan country (population-wise), is in the process of making a transition from teacher-centered to student-centered mode of education. It therefore becomes pertinent to focus attention on its higher education system, a preparatory level for its future teachers. This paper therefore presents an insight into the theory and practice of this pedagogy, specifically focusing on the transition status at this level. Some challenges, including low quality education system, low pedagogical understanding among teachers, relatively large class sizes, curricula demands, paucity of technological infrastructure, and assessment challenges, are highlighted in this paper. Suggestions to fast-track this transition are made for the government and its regulatory agencies, as well as teaching faculties, to act on the recommendations, as it concerns them.",5,"Interventions: student-centered learning pedagogy Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Africa","Africa,Nigeria,constructivism,higher education,student-centered learning,teacher-centered learning"]
["Questioning the Efficacy of Quality Assurance Frameworks for Teaching and Learning: A Case Study from East Africa",2020,"https://www.tandfonline.com/doi/full/10.1080/13538322.2020.1728836","Khamis, Tashmin; Scully, Sam","Quality in Higher Education","Increasingly across many jurisdictions, external quality assurance agencies are requiring higher education institutions to develop internal quality assurance systems that grant ownership of programme improvement to those implementing teaching and learning. Whilst this development is laudable, the quality assurance frameworks used for this process appear to focus on a comprehensive list of ‚Äòcells' and criteria against which to assess academic standards. However, these standards vary in their degree of relevance to teaching and learning and are not always evidence-based. An internal quality assurance framework used across East Africa is analysed and comparisons are made with indicators of quality that are known to affect teaching effectiveness and student learning outcomes. These comparisons highlight the need for quality assurance agencies to develop internal quality assurance frameworks for programme review that focus on the quality of the learning experience to ensure improved programme provision.",5,"Interventions: quality assurance for teaching and learning Region: Africa Evidence type: case study Confirmed Ciara","Africa","Africa,East Africa,Quality assurance frameworks,higher education,internal quality assurance,programme quality,teaching and learning"]
["Policy Adoption of Learner-Centred Pedagogy in Rwanda: A Case Study of its Rationale and Transfer Mechanisms",2019,"https://linkinghub.elsevier.com/retrieve/pii/S0738059318305480","van de Kuilen, Hester S.; Altinyelken, Hulya Kosar; Voogt, Joke M.; Nzabalirwa, Wenceslas","International Journal of Educational Development","This study explores why and how learner-centred pedagogy (LCP) as a policy has been adopted in Rwanda, despite ample evidence of the failure of LCP in developing countries. The case of Rwanda, as a late adopter, shows that at this stage of pedagogy diffusion the influence of global mechanisms and actors has been amplified. This study draws upon interviews with key stakeholders and relevant documents during the 2011‚Äì2016 period. The transfer process is examined by analysing the rationale offered and mechanisms deployed by the Rwandan government and aid agencies.",5,"Interventions: student-centered pedagogy Region: Africa Evidence type: case study Confirmed Ciara","Africa","Africa,Competence-based education,Curriculum reform,Education policy transfer,Learner-centred pedagogy,Policy adoption,Rwanda"]
["Teaching Large Classes at an Institution of Higher Learning in South Africa",2018,"http://iises.net/proceedings/40th-international-academic-conference-stockholm/table-of-content/detail?article=teaching-large-classes-at-an-institution-of-higher-learning-in-south-africa-","Matoti, Sheila Nokuthula; Lenong, Brigitte","Proceedings of the 40th International Academic Conference, Stockholm","In line with the notions of increased access to education as well as massification of education in South Africa and elsewhere, large classes have become common in Universities. While the size of a large class varies from country to country, in a South African context, and at our institution in particular, large classes can mean approximately 120 students in one seating. Although large classes can have a negative effect on student participation and engagement, especially when dealing with first year students, some strategies could be devised to deal with large classes. This study was undertaken to examine the problems students and lecturers experience in large classes as well as strategies that the lecturers have devised in promoting and sustaining student participation and engagement. The setting of the study is the Central University of Technology, Free State, an institution of Higher Learning in the Free State province of South Africa. The population for the study were first-year education students in 2017. A sample of 248 first year education students, from different areas of specialisation was used in the study. A self-constructed questionnaire was used to collect data from the students while semi-structured interviews were used to collect data from the lecturers. The findings revealed that large classes do pose challenges to both students and lecturers. However, both students and lecturers have developed strategies of dealing with large classes. Lecturers have resorted to team teaching, group assignments, and team marking. Students have benefitted from group assignments and group presentations as such activities afforded them opportunities to work collaboratively with one another. Although there is limited participation in class as there is no individual attention, within the groups, they are able to participate and engage with one another. The institution is charged with the responsibility to expand its facilities as the students cannot be turned away.",5,"Interventions: active learning strategies for large classrooms Region: Africa Evidence type: mixed methods Confirmed Ciara","Africa","Africa,Large classes,engagement,lived experiences,pre-service students"]
["Learner-Centred Teaching In Tanzania: Geography Teachers' Perceptions and Experiences",2014,"http://hdl.handle.net/10063/3226","Mtitu, Evaristo Andreas","Victoria University of Wellington","The shift from teacher-centred to learner-centred teaching approaches is one of the aspects embarked on to address quality issues in delivery of secondary education in Tanzania. The basis for a shift in teaching paradigm has been motivated by the need for learners to effectively engage in the knowledge construction process.This thesis reports the findings about Learner-Centred Teaching (LCT) in Tanzania from the perceptions and experiences of secondary school geography teachers. Applying a lens of a critical perspective (CP) approach as a theoretical framework, the study sought to respond to the major question: how do geography teachers perceive and experience regarding Learner-Centred Teaching in Tanzania's secondary school? The main question was guided by four sub-research questions which included: how do geography teachers in Tanzania understand LCT?; how does a teacher's pedagogical reasoning and decision-making during the planning process reflect LCT beliefs?; how does a teacher's teaching practice reflect LCT beliefs?; and how does a teacher's evaluation of classroom instructional practices place the learner at the centre of instruction? The research focus was to assess the implementation of LCT approach as advocated by the educational policy and the mandated curriculum documents. The study utilised the interpretive and constructivist qualitative case study approach involving nine case studies purposely selected from three research sites. The data were collected using semi-structured interviews, classroom observations and detailed reviews of teachers' own teaching portfolios. Applying an interpretive generative inductive data analysis approach, data were analysed based on the specific meaning patterns that were emerging from individual case studies. Themes were developed by comparing and contrasting meaning patterns within and across case studies. Findings presented aspects which influence teachers' practices of LCT including: the constructivist view of knowledge construction, role of language and cultural context in LCT, teacher-students' power relation, and the nature of the curriculum. Other aspects raised include: teachers' substantive and syntactic knowledge and classroom organisation and management. The study also presents some dilemmas against implementation of LCT. These dilemmas include language barrier, class sizes; curriculum design; and teacher shortage, and shortage of instructional resources. Other dilemmas include: lack of both inservice training for LCT and cultural-context specific curriculum relevance. The researcher recommends the need to address dilemmas in the implementation of LCT approaches such as: class sizes, curriculum design, and teacher shortage; shortage of instructional resources and facilities; and the medium of instruction; geography curriculum should be designed to allow teachers' flexibility; and teachers' need of mastery in the substantive and syntactic knowledge. Other recommendations include: teachers' need of in-service training regarding the conceptual and theoretical understanding of LCT, its approaches, and application in geography classrooms; teachers' use of an integrated-formative evaluation and assessment approaches; and the need of further research on aspects around the same topic, taking into consideration different theoretical orientations and methodological approaches. The study contributes knowledge to the international literature regarding LCT and its implementation complexities from the developing economy's perspectives. In particular, the study contributes to the understanding of LCT from a CP theoretical framework. It also provides an avenue for debate and consideration on the importance of initial and in-service teacher education, the curriculum, and the need to integrate learners' culture for effective implementation of LCT. The researcher has developed three models to support the practice of LCT. These are: the constructivist learning process; an integrated LCT based curriculum; and the classroom organisation and management framework models.",5,"Interventions: learner-centered pedagogy Region: Africa Evidence type: case study Confirmed Ciara Notes: No DOI found","Africa","Africa,Learner-centered pedagogy"]
["Learning from a Small State's Experience: Acknowledging the Importance of Context in Implementing Learner-Centred Pedagogy",2015,"https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/6940","Di Biase, Rhonda","The International Education Journal: Comparative Perspectives","The challenges of implementing learner-centred pedagogies have been well documented, noting that many reform efforts fail to consider important contextual factors. With attention to the disparity between policy and practice, this study investigated the conditions under which teachers can enact learner-centred pedagogy in the Maldives using design-based research; a theoretically oriented, participatory methodology exploring practical solutions in real-world settings. Working collaboratively with teachers from an island school, a pedagogical intervention based on learner-centred principles, was designed to fit the Maldivian context. This article discusses the process of implementing the intervention, the challenges influencing its use, and the particular contextual factors impacting on learner-centred reform. Analyses of the research data and the reflection on the research process, highlight the importance of addressing the particularities of small states in the development of educational interventions and reinforces the need for close attention to contextual factors within reform efforts.",5,"Interventions: paying close attention to contextual factors; learner-centered educational reforms Region: Asia Evidence type: participatory research Confirmed Ciara","Asia","Asia,Maldives,context,design-based research,education reform,implementation,learner-centred pedagogy,participatory research"]
["Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance mid-term performance evaluation",2017,"https://docs.google.com/viewerng/viewer?url=https://vdocuments.site/google-reader?url{\\%}3D497a2c0b89beb08fcd4d593eb29dc76c97c5de7ce004f81b95d2b08a37c14ed71688c697f233262228b6f884d721e22765f9bf8c884862c5786258d00e368dfa4SDoS3qVdrqBDpWtabeXjPHTKSCLkEbcrfO9w9i","Dunworth, William","Management Systems International","Launched in September 2015 and continuing through September 2020, the Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance is managed by Arizona State University (ASU) on behalf of the US Agency for International Development (USAID). Based on the pillars of institutional policy, quality, curriculum, faculty innovation and technology, BUILDIT leverages deep and diverse government-industry-academic partners that share a goal of tightly linking science, technology, engineering and math (STEM) instruction in Vietnamese higher education institutions to the needs and capabilities of industry partners to produce graduates who can lead inclusive, technology-based growth. The rapid adoption of educational innovation will be driven by the input of key stakeholders through their participation in semi-annual Solutions Councils managed by the project. A network of maker innovation labs will support curricular innovation, providing students and faculty with a venue to implement the applied-problem and project-based curriculums being developed. The Higher Education Learning and Innovation Exchange (HELIX) portal will serve as a web-based repository for educational assets, resources and faculty training and development tools. To achieve these ends, BUILD-IT has the three development objectives: ‚Ä¢ Objective 1: Strengthen Higher Education Policy ‚Ä¢ Objective 2: Improve Academic Programs and Outcomes ‚Ä¢ Objective 3: Enable University ‚Äì Private Sector Collaboration",5,"Interventions:¬†Public-private partnerships, instructor training in the US, university policy reform Region: Asia Evidence type: program/project evaluation Confirmed: Carol Reyes","Asia","Asia,Higher education,Private sec,Vietnam,Women,accreditation,innovation,leadership development,policy markets,training"]
["The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students",2004,"http://journals.sagepub.com/doi/10.1177/1469787404040463","Gibbs, Graham; Coffey, Martin","Active Learning in Higher Education","This article reports a study on the effectiveness of university teachers' training involving 22 universities in 8 countries. A training group of teachers and their students were studied at the start of their training and one year later. A control group of new teachers received no training and both they and their students were studied in the same way. Evidence is reported of changes over time relating to three measures: (i) student ratings of their teachers using six scales from the Student Evaluation of Educational Quality questionnaire (SEEQ) and the ‚ÄòGood Teaching' scale of the Module Experience Questionnaire (MEQ); (ii) the extent to which teachers described themselves as teacher-focused and student-focused in their approach to teaching, using two scales from the Approaches to Teaching Inventory (ATI); and (iii) the extent to which these teachers' students take a surface approach and a deep approach to learning, using two scales from the MEQ. The article reports evidence of a range of positive changes in teachers in the training group, and in their students, and a contrasting lack of change, or negative changes, in untrained teachers from the control group.",5,"Interventions: teaching training Region: Asia Evidence type: quantitative Confirmed Ciara","Asia","Asia,approaches to learning,evaluation of teaching,teacher training,teaching effectiveness"]
["Learner Centered Higher Education in East Asia: Assessing the Effects on Student Engagement",2013,"https://www.emerald.com/insight/content/doi/10.1108/IJEM-06-2012-0072/full/html","Hallinger, Philip; Lu, Jiafang","International Journal of Educational Management","Purpose: The global expansion of higher education has brought about more ambitious educational goals that require new approaches to curriculum, teaching, and learning. While higher education in East Asia is no exception to this trend, it has been observed that both teachers and learners in the region have adhered to a strong tradition of lecture-based instruction. An underlying research question concerned the responsiveness of East Asian students to learner-centered education. The purpose of this paper is to examine the extent to which learner-centered education can be implemented successfully in the East Asian higher education context. Design/methodology/approach: This study presents a quantitative study informed by a description of the context for implementation. It adopts a quasi-experimental, multiple time series design and examines the process and effects of change in teaching and learning at a graduate school of business (GSB) in Thailand. The GSB implemented a variety of active learning methods that were explicitly designed to increase student engagement. Descriptive statistics, as well as mixed effects models, were used to analyze student course evaluation data over a several year period. Findings: Active learning methods could be implemented in the context of an East Asian high education institution and they entailed positive change in student engagement over time. Originality/value: The paper's results support assertions that Asian students respond positively to well-designed instructional methods that seek to foster active learning.",5,"Interventions: student-centered learning Region: Asia Evidence type: quantitative quasi-experiment Confirmed Ciara","Asia","Asia,Business Schools,Change management,East Asia,Higher education,Learner-centred,Learning,Teaching,Thailand"]
["Mid-Term Evaluation of the Higher Engineering Education Alliance Program (HEEAP)",2013,"https://pdf.usaid.gov/pdf_docs/PDACX675.pdf","JBS International Aguierre Division","USAID","The Higher Engineering Education Alliance (HEEAP) program aims to transform engineering education in Vietnam from what is described as passive theory-based instruction to active project-based instruction\" with the goal of producing \"work-ready\" graduates for the country's booming high-tech sector. The principal development intervention employed to achieve HEEAP's goals was annual training sessions on active learning and curriculum design. Three cohorts totaling 123 Vietnamese lecturers were selected to attend a 6-week training program in Arizona each summer from 2010 to 2012. Three related interventions were designed to assist training participants with promoting changes at their home institutions: (1) a faculty reform project conducted by small groups that were formed during the training and completed after the participants returned; (2) a mentoring system established in conjunction with the faculty projects to support the change process HEEAP aimed to achieve at each university; and (3) a component for leadership outreach and socialization to aid institutional reform. A corollary objective of HEEAP was to help Vietnamese institutions advance toward international accreditation through the Accreditation Board for Engineering and Technology (ABET). The intent of the evaluation was to produce a forward-looking assessment whose findings and recommendations could be incorporated into follow-on programs. The Scope of Work (SOW) identified three focus areas for evaluation: (1) project achievements -- the success of HEEAP in advancing cutting-edge instruction, providing a relevant and up-to-date curriculum, improving undergraduate learning outcomes.",5,"Interventions: teacher training on active learning and curriculum design, curriculum reform, private sector partnership Region: Asia Evidence type: program/project evaluation Confirmed Ciara","Asia"]
["Challenges of Applying a Student-Centered Approach to Learning in the Context of Education in Kyrgyzstan",2009,"https://linkinghub.elsevier.com/retrieve/pii/S0738059309000029","de la Sablonnière, Roxane; Taylor, Donald M.; Sadykova, Nazgul","International Journal of Educational Development","The challenge of maximizing student learning has been paramount in many societies. This issue has become especially salient in the context of drastic social and political changes that have taken place in countries such as Kyrgyzstan. Since the collapse of the Soviet Union, teachers and students are confronted with new ways of thinking, which are challenging their understanding of how to promote efficient learning. In this paper, the challenges of applying and developing a new approach to learning, the student-centered approach, will be discussed within the framework of a Normative Theory of Social Change.",5,"Interventions: learner-centered pedagogy Region: Asia Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Asia","Asia,International education,Kyrgyzstan,Learning,Norms,Teaching"]
["Implementing a Student-centered Learning Approach at Vietnamese Higher Education Institutions Barriers under Layers of Casual Layered Analysis (CLA)",2010,"https://jfsdigital.org/articles-and-essays/2010-2/vol-15-no-1-september/articles/implementing-a-student-centered-learning-approach-at-vietnamese-higher-education-institutions-barriers-under-layers-of-casual-layered-analysis-cla/","Thanh, Pham Thi Hong","Journal of Future Studies","This article applies Casual Layered Analysis (CLA) (Inayatullah, 2004) as a framework to examine factors that affect applying a student-centered learning approach in Vietnam. The Four layers of CLA help disclose weaknesses in the current traditional learning approach, causes that create the problems and hidden beliefs that keep traditional perceptions about learning permanent. The results reveal that changing the students' present learning approach to student-centeredness does not need a new collection of principles to be imposed on learners. Rather, there need to be changes in both school infrastructures and people's perceptions. Further studies need to be conducted to determine how to implement these changes so that the new approach can be implanted successfully in the local context.",5,"Interventions: student centered learning Region: Asia Evidence type: qualitative Confirmed Ciara Notes: No DOI found","Asia","Asia,Vietnam,casual layered analysis,litany,myth,social causes,student-centered,teacher-centered,worldview"]
["Democracy Through Learner-Centered Education: a Turkish Perspective",2009,"http://link.springer.com/10.1007/s11159-008-9112-1","Yilmaz, Kaya","International Review of Education","Aimed at documenting the problems and constraints confronting learner-centered instruction in Turkey, this article first explains the link between democracy and education and the role of learner-centered instruction in realizing democratic ends. By drawing on John Dewey's ideas and Turkish scholars' perspectives on Turkish education, the article then presents the problems and constraints that pose threats to the implementation of learner-centered instruction in Turkey. The author also explains the problems within the Turkish educational system and teacher education programmes, and the challenges that in-service teachers and students may experience with learner-centered instruction.",5,"Interventions: learner-centered pedagogy Region: Asia Evidence type: qualitative Confirmed Ciara","Asia","Asia,Turkey,learner-centered pedagogy"]
["Faculty development in context: Changing learning cultures in higher education",2010,"https://link.springer.com/chapter/10.1007/978-3-642-03582-1_8","Feixas, M.; Zellweger, F.","Faculty Development in Context: Changing Learning Cultures in Higher Education","As we know from research on human resources training, there are many factors influencing learning acquisition and transfer. Using Holton's approach as a reference (Holton {\\&} Bates, 2002), three factors are considered primary variables that interact to affect the transfer of learning from the training environment to the work environment: 1) the ability of participants to use the learned skills in the job setting, 2) their motivation to use them and 3) the work environment supporting the use. In this article, we place special emphasis on the environmental factors as we believe there are important organizational and structural conditions in universities that serve as catalysts or barriers for the effectiveness of faculty development. Before reaching to this point, we first suggest a conceptual framework that includes: a description of prevailing teaching cultures in European higher education, a discussion on what we mean by faculty development and its relationship to teaching cultures, a definition of learning cultures and a framework of the environmental factors affecting learning transfer. The article is not a report of an empirical study but provides an introduction of a research design about to be realized. It includes the comparison of two initial training programs for novel faculty in a Swiss and Catalan university and the environmental variables that might explain the reach of the learning transfer.",5,"Interventions: faculty development, teacher training Region: global Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Global","Catalan,Europe,Faculty Development,Higher Education,Learning Culture,Learning Transfer Systems,Switzerland"]
["Getting Active in the Large Lecture",2007,"http://www.tandfonline.com/doi/abs/10.1080/15512160701558224","Huerta, Juan Carlos","Journal of Political Science Education","The benefits of active learning are well documented; nonetheless, the implementation of active learning strategies can be challenging in large lecture environments. The project will examine the research supporting active learning, present the implementation of simple active learning techniques in large lecture classes, and provide evidence to test the effectiveness of the techniques on both student learning outcomes and student attitudes. The purpose is to investigate the concern that adding active learning to large lecture classes reduces the amount of time available to teach content in class, resulting in less student learning. The expectation is that incorporating active learning techniques will not harm student learning and will lead to positive student attitudes. The active learning techniques of question-based outlines, discussion- question prompts, small group discussions, and exam preparation will be investigated using exam grade comparisons, pre- and posttest analyses, and student surveys. The findings demonstrate that active learning does not lead to less student learning and instead that it can have a positive impact.",5,"Interventions: active learning techniques for large classrooms Region: Confirmed Ciara","Global","Active learning,Large lecture,Student learning,global"]
["Reviewing the Research on Instructional Development Programs for Academics. Trying to Tell a Different Story: A Meta-Analysis",2020,"https://linkinghub.elsevier.com/retrieve/pii/S1747938X19301630","Ilie, Marian D.; Maricuțoiu, Laurențiu P. ; Iancu, Daniel E.; Smarandache, Izabella G.; Mladenovici, Velibor; Stoia, Dalia C. M.; Toth, Silvia A.","Educational Research Review","This paper presents a meta-analysis that investigates the effectiveness of instructional development programs (IDPs) dedicated to academics. IDPs are instructional activities specifically planned to improve quality of teaching in higher education by enhancing academics' instructional approach to support student learning. We analyzed 1555 unique results from online searches and from the references lists of the previous nine reviews on this topic. The final sample contains 20 controlled studies, carried out between 1973 and 2019, in which 23 independent effect sizes were reported. The results indicated that IDPs have a small effect size (d = 0.385, SE = 0.055, Z = 6.985, p {\\textless} .001, k = 23). We did not find evidence of publication bias. Additionally, we analyzed the influences of different trainee's characteristics, features and outcome of IDPs on the final effectiveness of such programs. Trainees' mandatory enrollment on IDPs reported stronger effect (d = 0.515), while IDPs that lasted less than 15 h reported the highest effect size (d = 0.571). The effect size of IDPs reported on students' outcomes is small (d = 0.396), but that on teachers' outcomes is even smaller (d = 0.315). For the first time, our findings summarize quantitative evidence regarding the overall IDPs effectiveness.",5,"Interventions: instructional development programs for higher education Region: Asia, E&E, North America Evidence type: meta-analysis Confirmed Ciara","Global","Asia,E{\\&}E,Effect size,Higher education,Instructional development programs,Meta-analysis,North America"]
["Changing the TVET Paradigm: New Models for Lifelong Learning",2019,"https://www.tandfonline.com/doi/full/10.1080/14480220.2019.1629722","Kanwar, Asha; Balasubramanian, K.; Carr, Alexis","International Journal of Training Research","The digital revolution is rapidly transforming the world of work and the skills profiles of many occupations. The pace of change necessitates continuous skilling and reskilling, through lifelong learning. Traditional models of TVET which view formal training as terminal will not prepare workers for the constantly evolving world of work in an age of technological transformations. This paper argues for the need to integrate informal and non-formal learning in TVET systems and address the pedagogical implications of this integration. Research on emerging innovative approaches to TVET in both developed and developing country contexts is reviewed, with a special focus on new models for work-based and community-based learning, which can promote transformative, lifelong learning. The actual and potential role of technology within these models is highlighted, together with recommendations for policy and practice.",5,"Interventions: TVET work-based learning, TVET community-based learning, TVET apprenticeship training, TVET skills development Region: developing countries Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Global","Digital revolution,andragogy,developing countries,heutagogy,life-long learning,new paradigm of TVET,pedagogy,technological change,transformative learning"]
["Effects of Active Learning on Enhancing Student Critical Thinking in an Undergraduate General Science Course",2013,"http://link.springer.com/10.1007/s10755-012-9236-x","Kim, Kyoungna; Sharma, Priya; Land, Susan M.; Furlong, Kevin P.","Innovative Higher Education","To enhance students' critical thinking in an undergraduate general science course, we designed and implemented active learning modules by incorporating group-based learning with authentic tasks, scaffolding, and individual reports. This study examined the levels of critical thinking students exhibited in individual reports and the students' critical thinking level change over time. Findings indicated that students' average critical thinking level fell in the category of \"developing\", but students' scores on individual reports revealed a statistically significant increase. The study suggested that the active learning strategies employed in the study were useful to promote student critical thinking.",5,"Interventions: several methods of active learning pedagogy Region: North America Evidence type: randomized controlled trial Confirmed Ciara","Global","Active learning,Critical thinking,Geoscience,North America,Scaffolding,Undergraduate education"]
["Learner-Centred Education in Developing Country Contexts: From Solution to Problem?",2011,"https://linkinghub.elsevier.com/retrieve/pii/S0738059311000472","Schweisfurth, Michele","International Journal of Educational Development","Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations. However, the history of the implementation of LCE in different contexts is riddled with stories of failures grand and small. In coming to understand how LCE has been conceived, researched, and reported in relation to developing country contexts, a good starting point is the International Journal ofEducational Development (IJED), where a wide range of articles on this theme has been published over the years. In all, 72 relevant articles were identified among the issues available on- line, comprising a weighty body of evidence concerning the nature and implementation of LCE. The vast majority are studies exploring the issues ‚Äì and problems ‚Äì ofimplementation ofLCE-based programmes in particular settings. Emerging from these investigations is a variety of explanations for this perennial challenge: problems with the nature of reform and its implementation; barriers ofmaterial and human resources; interactions ofdivergent cultures; and the all-important questions ofpower and agency in the process. After a descriptive breakdown ofthe 72 articles, each ofthese implementation issues is explored in turn. The article considers the implications of this for future initiatives, research and scholarship in this area. The begged questions are: why do the same problems recur repeatedly, and how do we move beyond the normative ‚Äòshoulds' and the practical ‚Äòcan'ts'?",5,"Interventions: learner-centered education Region: developing countries Evidence type: narrative review of literature Confirmed Ciara","Global","Educational innovation,Educational reform,Learner-centred education,Pedagogy,developing countries"]
["The Use of Learner-Centered Assessment in US Colleges and Universities",2011,"http://link.springer.com/10.1007/s11162-011-9245-0","Webber, Karen L.","Research in Higher Education","Over a decade ago, Barr and Tagg (Change Mag 27(6):12-25, 1995) declared that a shift had occurred in higher education from an instruction paradigm to a learning paradigm. A central element in this new paradigm is learner-centered assessment. While a growing body of literature suggests that this approach to assessment is a best practice in higher education pedagogy, it is still unclear whether faculty members have embraced it fully. Using data from the National Study of Postsecondary Faculty, this study examines the extent to which faculty members employed learner-centered assessments in postsecondary classrooms at two points in time, 1993 and 2004. Findings show similar to higher rates of use for some assessment techniques in 2004 compared to reports from 1993, as well as differences by faculty gender, age, discipline, and institution type. Implications for faculty members, student learning, and institutional policy are discussed.",5,"Interventions: assessment methods in learner-centered pedagogy Region: North America Evidence type: quantitative quasi-experiment Confirmed Ciara","Global","Faculty practices in assessment,Learner-centered assessment,North America,Student learning assessment"]
["Improving Student Engagement: Ten Proposals for Action",2010,"http://journals.sagepub.com/doi/10.1177/1469787410379680","Zepke, Nick; Leach, Linda","Active Learning in Higher Education","Since the 1980s an extensive research literature has investigated how to improve student success in higher education focusing on student outcomes such as retention, completion and employability. A parallel research programme has focused on how students engage with their studies and what they, institutions and educators can do to enhance their engagement, and hence success. This article reports on two syntheses of research literature on student engagement and how this can be enhanced. It first synthesizes 93 research studies from ten countries to develop a conceptual organizer for student engagement that consists of four perspectives identified in the research: student motivation; transactions between teachers and students; institutional support; and engagement for active citizenship. Secondly, the article synthesizes findings from these perspectives as ten propositions for improving student engagement in higher education. It concludes by identifying some limitations with the conceptual organizer and one suggestion for developing a more integrated approach to student engagement.",5,"Interventions: strategies to improve student engagement Region: Africa, Asia, Australia, E{\\&}E, North America Evidence type: narrative review of literature Confirmed Ciara","Global","Africa,Asia,Australia,E{\\&}E,North America,conceptual organizer,literature review,post-compulsory education,student engagement"]
["Learner-Centered English Language Teaching: Premises, Practices, and Prospects",2020,"https://iafor.org/journal/iafor-journal-of-education/volume-8-issue-1/article-1/","Badjadi, Nour El Imane","IAFOR Journal of Education","Although learner-centered education is claimed to have several learning gains, research suggests that teachers' attitudes and practices play a crucial role in promoting its prolific outcomes. This study examines the adaptation of learner-centered education and examines how it has been implemented in second language teaching by university teachers since launching an educational shift embodied in the learner-centered reform a decade ago. In so doing, a questionnaire was distributed to a random sample of 128 instructors. The data collected were analyzed through descriptive and inferential statistical analyses using the Statistical Package for Social Sciences SPSS 16.0 software. Meanwhile, interviews were analyzed qualitatively. The quantitative analysis of data provides a snapshot of instructors' attitudes towards Learner-centered education and the extent to which they implemented it in their courses. More importantly, the analysis of qualitative interview results outlines a ‚Äúcontextualized‚Äù framework that takes into account the conceptual nature of the global premises of Learner-centered education by linking them to teachers' perceptions and practices in a particular context. The findings provide insights into the dynamism of meeting college students' second language learning needs. The study further addresses the problems of designing teacher training that aims at promoting higher education second language learning in the Middle East and North Africa context.",5,"Interventions: learner-centered education Region: MENA Evidence type: mixed methods Confirmed Ciara","Middle East","English language teaching (ELT),Instructed second language development,Learner-centered education (LCE),MENA,Teacher education"]
["Is Student-Centred Learning a Western Concept? Lessons from an Academic Development Programme to Support Student-Centred Learning in Iraq",2014,"http://www.tandfonline.com/doi/abs/10.1080/13562517.2013.827649","Jordan, L.; Bovill, C.; Othman, S. M.; Saleh, A. M.; Shabila, N. P.; Watters, N.","Teaching in Higher Education","This paper explores the idea that student-centred learning (SCL) is a concept and an approach that is internationally useful and transferable to a range of higher education settings. We present details of a British Council funded collaborative project between Hawler Medical University (HMU), in Erbil in the Kurdistan region of northern Iraq and the University of Glasgow (UoG) in Scotland, UK. The aim of this project was to support teachers within HMU to adopt SCL methodologies across the dentistry, medicine, nursing and pharmacy curricula. We use experiences and evaluation from this project to explore the ways in which different teachers interpreted and enacted SCL. The project evaluation findings demonstrate that as a result of the SCL project, most teachers at HMU demonstrated a slight increase in their level of confidence as a teacher, their level of understanding of SCL and confidence in their own skills to undertake SCL. There was a willingness from most participants to try to adapt their teaching practice towards an SCL approach. However, some participants did not fully understand the shift in conceptualisation necessary in adopting a student-centred approach and some were uncomfortable with the need for a shift of power from teacher to student implied within SCL. We conclude by highlighting the key lessons learned from this project related to the translatability of SCL from one global context to another, highlighting the need to re-examine a range of Western educational concepts in the current context of increasing transnational higher education partnerships.",5,"Interventions: student-centered learning Region: MENA Evidence type: quantitative Confirmed Ciara","Middle East","Iraq,MENA,international collaboration,medical education,student-centred learning"]
["Assessment and Instruction to Promote Higher Order Thinking in Nursing Students",2014,"http://dx.doi.org/10.1016/j.nedt.2013.08.013","Kantar, Lina D.","Nurse Education Today","Objectives: The dearth of data on the role of assessment in higher education formed the two purposes of this study: first, to explore assessment strategies commonly used in nursing education by analyzing the curriculum documents of three baccalaureate nursing programs in Lebanon against Bloom's Taxonomy of learning, and second to unravel issues of instruction and assessment by categorizing data into teacher- and learner-centered strategies. Design: Content analysis research technique applied to analyze the curriculum documents of three baccalaureate nursing programs in Beirut, Lebanon. Method: After obtaining IRB approval and consent to access the curriculum documents of the programs, data were analyzed using the content analysis research technique. Data on assessments and instruction were categorized into student-centered and teacher-centered. Findings: Data revealed deficiency in employing learner-centered strategies in the assessment and instruction of the three programs. There was evidence that educators of the programs focus on teaching content and examining retention, thus supporting prior notions on teaching to the test and accusations in earnest on adherence to the traditional and behavioral curriculum perspectives. Such curricula leave little room for the development of higher order thinking in learners. Conclusions: Although assessments are believed to be indicators of program and teaching effectiveness, there is relatively alarming information on the incompatibility between current assessment practices and demands of the workplace. There is an urgent need for transforming educators' beliefs, knowledge, and skills on testing, since teaching to pass a test could impede knowledge transfer and deter the development of learners' higher order thinking skills.",5,"Interventions: learner centered education Region: MENA Evidence type: qualitative Confirmed Ciara","Middle East","Assessments,Higher order thinking skills,Lebanon,MENA,Student-centered learning,Teacher-centered learning"]
["Developing a local innovation ecosystem through a university-coordinated innovation platform: The University of Fort Hare",2018,"https://www.tandfonline.com/doi/abs/10.1080/0376835X.2017.1421902","Grobbelaar, Sara","Anchored in Place: Rethinking Higher Education and Development in South Africa","This article builds on the concept of the ‚'Development University' and draws on findings from previous studies by the author on the transformation pathway and a university-coordinated intermediary platform at the University of Fort Hare. The article places the university at the centre of the development of an innovation ecosystem to facilitate the development of ecosystem platform architectures for engaged scholarship projects and their implementation for the benefit of local communities. The platform ecosystem design framework derived in this article approaches the analysis from three levels: (1) Contextual considerations and design requirements through a development pathway framework; (2) distinguishing between top-down creation of institutional mechanisms and the emergence of bottom-up engaged scholarship activities; and (3) some reflection on the governance and orchestration of the intermediary platform architectural design considerations.",6,"Interventions: local innovation ecoystem created by a university; community engagement Region: Africa Evidence type: case study Confirmed: Carol Reyes","Africa","Africa,Development University,Ecosystem,South Africa,engaged scholarship,innovation platform"]
["Living labs and knowledge creation in developing countries: Living labs as a tool for socio-economic resilience in Tanzania",2016,"https://www.tandfonline.com/doi/full/10.1080/20421338.2015.1132534","Hooli L, Jauhiainen J, Lähde K","African Journal of Science, Technology, Innovation and Development","Living Labs (LL) are platforms to increase innovation through the interaction of various actors. LLs are based on an open innovation process, community involvement, co-creation of products, and services or societal innovations together with users. Bottom-up approaches, such as LLs, are needed to support innovation processes in local communities. Developing countries expect that innovation systems with LLs will contribute positively to socio-economic resilience and poverty alleviation. However, only few studies exist about LLs in developing countries. This article studies LLs in Tanzania, with regard to their knowledge creation processes and contribution to socio-economic resilience of local communities. In Tanzania, LLs create new entrepreneurial skills and opportunities for people with limited formal education. The participants in LLs discuss and define local challenges in groups and find solutions through co-creation. They combine local knowledge and practices with external ones, the latter found mostly through learning to use the Internet. Direct networking between LLs in Tanzania helps to share experiences and best practices. External funding and know-how transfer support LLs, butthe commitment of their key person(s) is crucial.",6,"Interventions: community-based innovation platforms (living labs) Region: Africa Evidence type: qualitative Confirmed: Carol Reyes","Africa","Africa,Developing countries,Innovation system,Knowledge creation,Living Lab,Tanzania"]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan","Institute of International Education","Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:",6,"Interventions: gender sensitive budget and many Many! Region: Africa Evidence type: qualitative Confirmed: Carol Reyes","Africa","Africa,Change management,Egypt,Ghana,Kenya,Madagascar,Mozambique,Nigeria,South Africa,Tanzania,Uganda,innovation,technolog,transformative learning"]
["University-Industry linkages and knowledge creation in Eastern and Southern Africa: Some prospects and challenges",2013,"http://dx.doi.org/10.1080/09744053.2013.832066","Mihyo, Paschal B.","Africa Review","The development of technical and technological capabilities through research and innovation has dominated the African development agenda since adoption of the Lagos Plan of Action, 1980 through to the current policies of the African Union, the African Development Bank, the New Partnership for Africa's Development (Nepad), and the African regional economic communities. University-industry linkages are the best modality for achieving this goal. In Africa, however, these linkages are weak. Where they do exist, they are based on short-term, individualised projects. Industries lack a robust research and development base to absorb knowledge generated by research and innovation institutions. Governments do not provide adequate incentives for such linkages and universities lack the mandate, organisational structures, human resources management policies, modalities for promoting the protection of intellectual property rights generated by research and innovation activities, and the necessary incentive schemes to nurture, capture, and reward talent and innovation. In order to overcome these obstacles, creative and adaptive policies are required to strengthen these linkages through financial support to industries and universities, and incentives conducive to long-term co-operation between them.",6,"Interventions: linkage between national research institutions and universities. Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Africa","Addis Ababa,Africa,Aspirations,Capability,Eastern and southern africa,Ethiopia,Expectations,Innovation,Knowledge-creation,Lagos,Science and technology policy,South Africa,University‚Äìindustry linkages"]
["Knowledge creation and human capital for development: The role of graduate entrepreneurship",2011,"www.emeraldinsight.com/0040-0912.htm","Mitra, Jay; Abubakar, Y. A.; Sagagi, M.","Education and Training","Purpose: Tackling structural and emergent problems in the labour market, valorising skilled human capital (HC) for opportunity creation, economic development and growth, are some of the key drivers for graduate entrepreneurship. This paper aims to examine developments in Africa, focusing on the significance of improving human capital through graduate entrepreneurship to meet the Millennium Development Goals (MDGs) in Nigeria. Design/methodology/approach: Based on a unique Education Partnerships in Africa (EPA) project the paper adopts a conceptual and exploratory approach to understand the institutional, cultural and economic dimensions of change and the specific role of graduate entrepreneurship education and training in enabling productive outcomes, using an illustrative case study of the project to develop the arguments. Findings: Knowledge creation lies at the heart of entrepreneurship development in developing economies such as Nigeria. Knowledge creation (KC) for entrepreneurship (E) is based on human capital (HC) development. In circumstances of uneven growth in developing economies HC development is the only constant. Harnessing HC for entrepreneurship can be based on three sets of propositions derived from an examination of the relationship between KC, HC and E, which locate graduate entrepreneurship's role within a holistic, institutional framework. Originality/value: The paper's originality lies in the development of a model for promoting and evaluating a holistic approach to graduate entrepreneurship in developing countries based on the targeting of MDGs. It offers new insights into the role of graduate entrepreneurship in economic and social development.",6,"Interventions: entrepreneurship training; network of proponents of entrepreneurship Region: Africa Evidence type: case study Confirmed: Carol Reyes","Africa","Africa,Education,Entrepreneurialism,Entrepreneurship,Graduates,Holistic and institutions,Human capital,Human resource development,Knowledge creation,Millennium Development Goals,Nigeria,Opportunity"]
["Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance mid-term performance evaluation",2017,"https://docs.google.com/viewerng/viewer?url=https://vdocuments.site/google-reader?url{\\%}3D497a2c0b89beb08fcd4d593eb29dc76c97c5de7ce004f81b95d2b08a37c14ed71688c697f233262228b6f884d721e22765f9bf8c884862c5786258d00e368dfa4SDoS3qVdrqBDpWtabeXjPHTKSCLkEbcrfO9w9i","Dunworth, William","Management Systems International","Launched in September 2015 and continuing through September 2020, the Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance is managed by Arizona State University (ASU) on behalf of the US Agency for International Development (USAID). Based on the pillars of institutional policy, quality, curriculum, faculty innovation and technology, BUILDIT leverages deep and diverse government-industry-academic partners that share a goal of tightly linking science, technology, engineering and math (STEM) instruction in Vietnamese higher education institutions to the needs and capabilities of industry partners to produce graduates who can lead inclusive, technology-based growth. The rapid adoption of educational innovation will be driven by the input of key stakeholders through their participation in semi-annual Solutions Councils managed by the project. A network of maker innovation labs will support curricular innovation, providing students and faculty with a venue to implement the applied-problem and project-based curriculums being developed. The Higher Education Learning and Innovation Exchange (HELIX) portal will serve as a web-based repository for educational assets, resources and faculty training and development tools. To achieve these ends, BUILD-IT has the three development objectives: ‚Ä¢ Objective 1: Strengthen Higher Education Policy ‚Ä¢ Objective 2: Improve Academic Programs and Outcomes ‚Ä¢ Objective 3: Enable University ‚Äì Private Sector Collaboration",6,"Interventions:¬†Public-private partnerships, instructor training in the US, university policy reform Region: Asia Evidence type: program/project evaluation Confirmed: Carol Reyes","Asia","Asia,Higher education,Private sec,Vietnam,Women,accreditation,innovation,leadership development,policy markets,training"]
["Mid-term performance evaluation of the Higher Education Solutions Network (HESN)",2016,"https://www.mendeley.com/catalogue/36d0523c-3945-3295-bf7f-2a3ef47910ca/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7B36d0523c-3945-3295-bf7f-2a3ef47910ca{\\%}7D","Amulya, Joy; Chung, James; Monschein, Stephanie; Vijayakumar, Charu","Dexis Consulting Group","The Higher Education Solutions Network (HESN) was formed in November 2012 to harness the ingenuity and passion of scientists, students, faculty, and entrepreneurs to solve some of the world's most pressing development challenges. HESN consist of eight HESN Labs, each of which is led by a higher education institution (HEI), and supported by a core coordinating body at USAID. The goal of HESN is to create an interdisciplinary network of Development Labs to solve distinct development challenges. This goal is supported by three objectives: 1. Improve data quality, access and analytics to advance evidence-based development decision making 2. Accelerate the creation, testing, and scaling up of transformative innovations, technologies, and approaches 3. Catalyze a global interdisciplinary ecosystem of individuals and institutions that shares knowledge, promotes learning and builds mutual capacity. HESN Labs are intended to be virtual centers of knowledge that will help USAID and the larger development community better understand problems and evaluate and develop new solutions to development challenges. HESN Labs and their partners seek to foster innovation in science and technology, and engage and inspire a new and broader community of scholars and students involved in the complex issues of international development planning, execution, and assessment. The HESN Labs support USAID and other development organizations to improve their analytical capabilities in understanding development challenges and core barriers to addressing them, catalog solutions to different challenges, catalyze and bring forward novel approaches to addressing development problems, and encourage the development and application of new tools within science, technology, and engineering to improve the efficacy and decrease the cost of development interventions.",6,"Interventions: Creation of HESN labs to help USAID and larger development community better understand problems and develop new solutions Region: developing countries Evidence type: program/project evaluation Confirmed: Carol Reyes","Global","Africa,Higher education,Uganda,United States,acces,data quality,development,experimentation,innovation,international development,network,research,technologies"]
["The role of universities in innovation systems in developing countries: Developmental university systems -empirical, analytical and normative perspectives",2009,"https://dx.doi.org/10.4337/9781849803427.00019","Brundenius, Claes; Lundvall, Bengt-Åke; Sutz, Judith","Handbook of Innovation Systems and Developing Countries: Building Domestic Capabilities in a Global Setting (Edited by Bengt-Ake Lundvall, K.J. Joseph, Cristina Chaminade and Jan Vang)","It has become almost trivial to assert that in the knowledge society universities are important institutions. This consensus notwithstanding, questions such as in what sense and for whom those institutions are important, are far from receiving unanimous answers. Should the major function be to promote higher education in order to serve all sectors of society or should the emphasis be to engage in research, and what are the relationships between the two types of activities? And what should a ‚Äòthird mission' encompass: a broad interaction with society or just an interaction with the business sector aiming at promoting technical innovation in high technology? Debates are particularly entangled in developing countries, partly due to a strong presence of international advice alongside the positions held by local actors, and partly due to the level of the challenges that such countries and their universities are facing. Both in the developed and the developing countries the main emphasis is now on how universities may serve industry through direct flows of information from ongoing research. But it is obvious that universities contribute to economic growth and development through other mechanisms, not least through the flow of graduates into the labor market.",6,"Interventions: developmental university, innovation Region: developing countries Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Global","Developing countries,Labour market,Universities,business,higher education,industry,research"]
["Higher education in innovation ecosystems",2020,"https://www.mdpi.com/2071-1050/12/11/4376","Cai, Yuzhuo; Ma, Jinyuan; Chen, Qiongqiong","Sustainability (Switzerland)","While higher education has been considered as both an 'engine' for innovation and a 'catalyst' for sustainability development, the integration of both the 'innovation engine' and 'sustainability catalyst' roles is best reflected in higher education's engagement in innovation ecosystems-the theme of this special issue, including 16 articles dealing with the topic from various perspectives. In this editorial, we outline an overarching framework about the relations between higher education and innovation ecosystem. When elaborating the framework, we provide a new definition of innovation ecosystem and identify three roles of university in innovation ecosystems, based on synthesizing relevant literature. The framework could facilitate readers to comprehend each of the collected articles and find synergy among them.",6,"Interventions: various policies to promote the role of higher education institutions in the creation of innovations Region: Asia, E&E, LAC Evidence type: narrative review of literature Confirmed: Carol Reyes","Global","China,Global innovation networks,Higher education,Innovation ecosystem,Knowledge-based society,Sustainability,Third mission,University"]
["A creative learning ecosystem, quality of education and innovative capacity: a perspective from higher education",2015,"https://www.tandfonline.com/doi/full/10.1080/03075079.2014.881342","Crosling, Glenda; Nair, Mahendhiran; Vaithilingam, Santha","Studies in Higher Education","Globally, governments recognize the importance of creativity and innovation for sustainable socioeconomic development, and many invest resources to develop learning environments that foster these capacities. This paper provides a systematic framework based on Nair's Innovation Helix model for studying the factors of a country's creative learning ecosystem (CLE), the quality of its education system (QES), and its innovative capacity (IC). The CLE factors are infrastructure/infostructure (physical and digital infrastructure), intellectual capital, interaction, integrity systems, incentives, and institutions. Using a composite CLE index for 113 countries, the findings indicate a strong correlation between a country's CLE, QES and IC. Through brief case studies of countries that measure highly in CLE, QES and IC, this study points out their higher education strategies and their best practices for other countries to emulate, in order to facilitate creativity and innovation through higher education.",6,"Interventions: infrastructure/infostructure (physical and digital infrastructure), intellectual capital, interaction, integrity systems, incentives, and institutions for promoting innovation in higher education Region: developing countries Evidence type: mixed methods Confirmed: Carol Reyes","Global","Asia,Australia,Malaysia,creative learning environment,higher education,innovation,knowledge society"]
["Higher education, research and innovation: Changing dynamics - Report on the UNESCO Forum on Higher Education, Research and Knowledge 2001-2009",2009,"https://unesdoc.unesco.org/ark:/48223/pf0000183071","Meek, Lynn V.; Teichler, Ulrich; Kearney, Mary-Louise","International Centre for Higher Education Research Kassel, University of Kassel","This present Research Report provides a synthesis of the main findings of the UNESCO Forum on Higher Education, Research and Knowledge, from its establishment in 2001 to the conclusion of its activities under Phase 1 in 2009. This arena for debate was launched to follow-up the outcomes of the two major UNESCO world conferences, the 1998 World Conference on Higher Education, ‚ÄúHigher Education in the twenty-first century‚Äù and the 1999 World Conference on Science, ‚ÄúScience for the twenty-first century‚Äù. Having tracked the numerous and rapid changes of the intervening decade, it is, therefore, entirely fitting that the UNESCO Forum should take stock of the new dynamics in 2009, when UNESCO will reprise these major conferences so as to chart progress and identify emerging trends.",6,"Interventions: institutions, organizations, and policies that promote innovation Region: developing countries Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Global","Australia,Canada,France,Germany,OECD,Research systems,Switzerland,UK,United States,human capacity,infrastructure,innovation,international trends,investment,learning needs,policy,research"]
["The impact of higher education on entrepreneurship and the innovation ecosystem: A Case study in Mexico",2019,"https://www.mdpi.com/2071-1050/11/20/5597","Castro, May Portuguez; Scheede, Carlos Ross; Zermeño, Marcela Georgina Gómez","Sustainability (Switzerland)","Entrepreneurship is recognized as an engine for the economy. However, Latin America must promote higher opportunities for the creation of new businesses, especially for technology-based ventures. In this sense, the Center for Global Innovation and Entrepreneurship (CGIE) of the University of Texas at Austin offers a Master of Science in Technology Commercialization (MCCT) that prepares students with methodologies to promote the creation of new businesses in Mexico. This study aims to know the contribution of training to the creation of new companies, and its role in the innovation and the technology transfer processes, from the viewpoint of the participants. This research presents a case study that analyzes the impact of the MCCT through the analysis of the data of a survey answered by 109 former students of this center. Findings show that the methodologies developed by the MCCT allow the creation of technology-based enterprises and entrepreneurial skills in students. This study presents good practices that can be emulated by other countries in the region, as well as recognizing the great value the role of higher education in creating synergies between actors of the innovation ecosystem that strengthen social and economic growth.",6,"Interventions: entrepreneurship, technology commercialization Region: LAC Evidence type: case study Confirmed: Carol Reyes","Latin America and the Caribbean","Business creation,Educational innovation,Entrepreneurship education,Higher education,Innovation,Innovation ecosystem,Mexico,Science and technology,Sustainability,Technology transfer"]
["Final performance evaluation of the higher education for economic growth activity",2018,"https://pdf.usaid.gov/pdf_docs/PA00T881.pdf","Megan, Gavin; Cristina, Accioly; Oscar, Picardo","Mendez England and Associates","The purpose of the final performance evaluation of the Higher Education for Economic Growth Activity (HEA) is to provide recommendations to: 1) the Activity for the final year; and 2) the United States Agency for International Development (USAID) for future programming. The evaluation focused on five evaluation questions (EQs), including: assessing results (EQ 1); the role of clusters (EQ 2); the government and higher education institutions (EQ 3); gender (EQ 4); and analyzing the extent to which results will be sustained (EQ 5). The evaluation used a mixed-methods approach, including document review; analysis of HEA's monitoring and evaluation data and performance indicators; key informant interviews and surveys for faculty/staff; focus group discussions; and direct observation. Key illustrative findings include: 1) teachers consider diploma programs available, high quality, and well facilitated; 2) trust has been established via positive and significant effects from collaboration; 3) while there has been an established approach to construct a higher education policy, the approach needs to be broader in terms of participants (including the government); 4) there is improved access to science, technology, engineering, and math for women and girls; and 5) the Centers for Career Development, which promote student engagement with the private sector, are the most likely to sustain. The evaluation recommends that USAID continue to support the investigations, curriculum reform implementation, teacher training, and scholarships, as well initiate as the construction of an entity to strategically integrate and give continuity to the cluster model.",6,"Interventions: scholarships for students and teachers, teacher training, career centers, industry partnerships, clusters, curriculum reform Region: LAC Evidence type: program/project evaluation Confirmed: Carol Reyes","Latin America and the Caribbean","Clusters,El Salvador,Female empowerment,Gender equity,LAC,Life skills,Manufacturing,applied research,career centers,clusters,female empowerment,gender equity,partnerships,private sector,scholarships,teacher training"]
["Universities as the engine of economic growth: Insights from developing the first industry-higher education clusters in El Salvador",2017,"https://files.eric.ed.gov/fulltext/ED582377.pdf","Navarro, Richard; Barbarasa, Estera; Thakkar, Ami","RTI International","We explore the recent undertaking in El Salvador to establish the country's first industry-higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agroindustry and food processing. These clusters take a systems approach to aligning higher education institutions (HEis) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Finally, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-level economic benefits. Strategies presented include: 1) treat aligning educational systems to respond to labor market needs as a complex systems problem; 2) create a common vision that can unite sectors followed by a clear road map; 3) create quick wins early on to keep people engaged and demonstrate in tangible terms what benefits different actors are getting; 4) clusters require organizational structure; 5) higher education and industry need to learn to speak each other's languages; 6) shift from short-termism to long-term thinking; 7) HEIs, industry, and government need to share costs and co-finance the resources for partnerships; 8) clusters should clearly define what success\" of the collaboration will look like in 3-5 years and develop mechanisms and indicators for accountability.\"",6,"Interventions: IABs, public-private partnerships,clusters Region: LAC Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Latin America and the Caribbean","El Salvador,HEI clusters,LAC,Private sector,clusters,collaboration,female empowerment,gender equity,industry,private sector,public-private partnerships"]
["USAID higher education for economic growth activity: A path towards the fourth industrial revolution in El Salvador",2019,"https://pdf.usaid.gov/pdf_docs/PA00TQHC.pdf","RTI International","USAID","This document gives an account of the validity and effectiveness of the approach adopted by the USAID Higher Education for Economic Growth Activity in addressing the indicators associated with innovation, skills development and business dynamism during its interventions. The Activity established the cluster model as an institutional platform on which mutually beneficial relationships between the HEIs, industry and the government were built; a partnership was formed to ensure the quality of human resources by improving the training programs that are offered. Innovation was also promoted as a way to solve industry issues or increase production. When creating the clusters, the Activity chose four sectors based on their potential for growth and their importance within the economy: (1) Information and Communications Technology; (2) Light Manufacturing; (3) Energy and Energy Efficiency; and (4) Agro-Industry and Food Processing. Over the course of five years of Activity implementation, an institutional framework of university, industry and government collaboration was achieved, which allowed for the definition and implementation of programs that are aligned with the critical variables of innovation, the development of human talent, and business dynamism, in the context of the opportunities of the Fourth Industrial Revolution. The diverse Activity interventions have shown us the value of focusing on human capital, transforming the higher education system, equipping it with skills for innovation, and contributing to strengthening relationships with the production sector.",6,"Interventions:¬†industrial clusters, partnerships between industry and HEIs, career centers, applied research training, scholarships, curriculum reform Region: LAC Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Latin America and the Caribbean","Applied research,El Salvador,Government institutions,LAC,business,clusters,gender equity,higher education institutions,institutions and professionals,private sector,productive sector unions,sustainability"]
["Toward knowledge-based economy: Innovation and transformational leadership in public universities in Texas and Qatar",2019,"https://www.mdpi.com/2071-1050/11/23/6721","Al-Mansoori, Reem S.; Koç, Muammer","Sustainability (Switzerland)","The essentiality of the universities' roles in enhancing economies and transforming societies is a global mantra. However, when it comes to wealthy and oil-dependent states such as Texas in the United States and Qatar in the Middle East, the impact of universities on sustainable economic development is questionable. This article discusses the transformational efforts within engineering colleges at two public universities in Texas and in Qatar to support their states' visions in moving toward innovative and knowledge-based economies. The study examined the innovation capacity building of both institutions through measuring the transformational leadership styles in engineering colleges and its impact on the faculty's innovative production of technical articles, patents, and sustainable development-related courses. The cultural impact of the two contexts on the leader-follower relationship was addressed in the discussion using Hofstede's cultural dimension framework. The results showed that leaders in both colleges possess a transformational leadership style, albeit lower than the norm. This study disclosed that, in the high-power distance contexts, the idealized image of the leader contributed positively toward higher satisfaction of the followers with their leaders and current governance systems, while acknowledgment and rewards were the sources of satisfaction in low-power distance societies. Followers in a low uncertainty avoidance, individualistic, and short-term-oriented context achieved higher technical production. Both public universities expressed the need for government involvement in supporting the culture of innovation.",6,"Interventions: programs and policies that promote innovation in universities Region: MENA Evidence type: quantitative Confirmed: Carol Reyes","Middle East","Cross-cultural study,Engineering,Innovation,Knowledge-based economy,Middle East,Public university,Qatar,Texas,Transformational leadership,United States"]
["University technology transfer efficiency in a factor driven economy: the need for a coherent policy in Egypt",2019,"https://doi.org/10.1007/s10961-019-09737-w","Kirby, David A.; El Hadidi, Hala H.","The Journal of Technology Transfer","The article examines the effectiveness of instruments to promote technology transfer and foster entrepreneurial innovation in Egypt where there are individual measures but no comprehensive, unified policy or strategy to promote the transfer and commercialisation of the intellectual property stemming from university research. The study examines the extent of technology transfer in the country and the effectiveness of the various existing measures through a four-phase investigation involving in-depth interviews with experts, a questionnaire survey of 400 Egyptian Science, Engineering and Technology academics, three case studies of Technology Transfer Offices and a 237 respondent industry survey. The results indicate that despite the measures that have been introduced, there is little university‚Äìindustry collaboration and that the interventions are of limited effectiveness. The article concludes that there is a need for a broad, national co-ordinating policy that encourages universities and industry to collaborate, particularly on research, and to engage in the transference and commercialisation of technology.",6,"Interventions: policies and programs to promote innovation and technology transfer Region: MENA Evidence type: mixed methods Confirmed: Carol Reyes","Middle East","Efficiency,Egypt,Factor-driven economy,National policy,North Africa,Technology transfer"]
["Towards an entrepreneurial university: case of Tunisia",2020,"https://www.worldscientific.com/doi/10.1142/S0218495820500028","Sidrat, Sawsen; Boujelbene, Younes","Journal of Enterprising Culture","In this paper, we shed light on the entrepreneurial university in Tunisia through a quantitative survey of 532 heads of Tunisian universities to explore, identify and understand the factors that help a Tunisian university to become an entrepreneurial one. Our results showed that to become entrepreneurial, the university should adopt an entrepreneurial orientation, in other words, it should be innovative, autonomous, proactive, risk taker and competitive. In this context, a proposed conceptual model can be used as a tool for the universities wishing to initiate and implement an entrepreneurial orientation policy.",6,"Interventions: programs and policies the make universities entrepreneurial Region: MENA Evidence type: quantitative Confirmed: Carol Reyes NOTE: No attachment.","Middle East","Africa,Entrepreneurial university,Policy adoption,Tunisia,innovation"]
["Nature and dynamics of industry-based workplace learning for South African TVET lecturers",2016,"https://eric.ed.gov/?id=EJ1097976","van der Bijl, Andre; Taylor, Vanessa","Industry and Higher Education","This article reports on the findings of an industry workplace experience project involving lecturers in South Africa's technical and vocational education and training (TVET) colleges, against the backdrop of new legislation and the realization that college lecturers' industry-related skills are in question. Its focus is on the nature of TVET lecturer industry-based workplace learning and the internal dynamics of its implementation in the college and employer systems. The article provides background on workplace-based learning for TVET lecturers and contrasts this form of workplace learning with forms used for students. After providing a critical analysis of methods used to theorize workplace-based learning, a model is employed to describe and analyse lecturers' experiences, with the aim of informing national and international knowledge and practice. The study supports the argument that workplace-based learning for TVET lecturers is not the same as for students. While students are exposed to workplaces to provide them with orientation and initial skills for future careers, workplace-based learning for lecturers is designed to improve knowledge development competencies. TVET lecturers undertake workplace-based learning to improve their knowledge of practice and so improve their theorization and teaching skills. The article points to the need for further research on and theorizing of industry-based workplace learning for lecturers.",7,"Interventions: workplace-based training for TVET teachers; teacher professional development; Identification of competencies Region: Africa Evidence type: case study Confirm: Nina Kaur","Africa","Activity Theory, South Africa, lecturer workplace experience"]
["Skills Development and Youth Employability In West Africa: Observations on the state of TVET and good practices from Senegal, Ghana, Ivory Coast, and Nigeria",2020,"http://www.adeanet.org/en/knowledge-and-resources/skills-development-youth-employability-west-africa-senegal-ghana-ivory-coast","Busson, Svenia","Association for the Development of Education in Africa","Many Sub-saharan African countries are facing huge challenges in creating relevant education and employment opportunities for their young and fast growing population. Demand for jobs outpace growth in job opportunities. While many of the jobs available are in technical and Ô¨Åelds, Technical and Vocational Education and Training (TVET) is generally not leveraged effectively for a range of reasons - including lack of legislative and political support from the state, outdated curricula, insufÔ¨Åcient public-private partnerships and undesirable perception of TVET among the public. However, even in the face of these challenges, there are a number of successful initiatives operating in TVET. Recommendations to improve the state of TVET in this part of the world could be to recognize and support formal as well as informal TVET paths in order to improve its image. Also, the private sector could play a huge role by becoming more engaged in TVET through offering more internships, apprenticeships etc. Last but not least, it seems important to cultivate an entrepreneurial mindset in the African youth, to move from job search to job creation. This report provides an overview on the state of TVET in West Africa (focusing on Senegal, Nigeria, Ghana and Ivory Coast) and highlights examples of successful models and good practices from the ground.",7,"Interventions: TVET apprenticeships, internships, and other skill-acquisition interventions Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Africa","Africa,Ghana,Ivory Coast,Nigeria,Senegal,TVET apprenticeships,Technical and vocational education and training,West Africa,internships,skill-acquisition interventions"]
["Harnessing the potential of hospitality and tourism for young people's employment",2018,"https://mastercardfdn.org/wp-content/uploads/2018/08/MCF14003-Youth-Think-Tank-2018-Report-vFA-AODA.pdf","Mastercard Foundation","Mastercard Foundation","With over one billion young people set to enter the global labour market over the next decade, the opportunity for the largest youth generation in history to reshape economies is upon us. With this opportunity comes an urgency to find solutions that unleash the agency of young people to build their confidence, amplify their voices, and ensure they have the skills needed for work. To date, however, how to support young people in leading economic change has remained unclear for employers and policymakers alike. All too often, this is because young people are not engaged as experts who are capable of not only answering these key questions, but also adding unique value and perspectives that decision-makers may lack. This youth-led research into the hospitality and tourism sector highlights the voices of young people who were interviewed by their peers regarding the challenges and opportunities presented by the sector. All too often, the perspectives and voices of young people are absent when this sector is examined. This research attempts to fill this gap by elevating these voices. Findings: 1) Youth leadership can promote the hospitality and tourism sector; 2) Youth people must co-lead initiatives to broaden access to training and jobs; 3) Employers must invest in youth employee's growth to support sector stability; 4) Governments must engage with young people and deliver their priorities for employment; 5) With confidence and support, young people will take control of their own career paths; 5) Governments must prioritize youth engagement and sector development",7,"Interventions: various policies and practices for increasing employment opportunities for youthIn the tourism and hospitality sectors Region: Africa Evidence type: qualitative Confirmed Ciara","Africa","Africa,Ghana,Kenya,Malawi,Private sector,Rwanda,Sub-Saharan Africa,TVET,Tanzania,Tourism,Uganda,Zambia,civic engagement,hospitality,tourism,tourism sector,youth development,youth employment opportunities"]
["University–industry linkages and knowledge creation in Eastern and Southern Africa: some prospects and challenges",2013,"http://dx.doi.org/10.1080/09744053.2013.832066","Mihyo, Paschal B.","Africa Review","The development of technical and technological capabilities through research and innovation has dominated the African development agenda since adoption of the Lagos Plan of Action, 1980 through to the current policies of the African Union, the African Development Bank, the New Partnership for Africa's Development (Nepad), and the African regional economic communities. University-industry linkages are the best modality for achieving this goal. In Africa, however, these linkages are weak. Where they do exist, they are based on short-term, individualised projects. Industries lack a robust research and development base to absorb knowledge generated by research and innovation institutions. Governments do not provide adequate incentives for such linkages and universities lack the mandate, organisational structures, human resources management policies, modalities for promoting the protection of intellectual property rights generated by research and innovation activities, and the necessary incentive schemes to nurture, capture, and reward talent and innovation. In order to overcome these obstacles, creative and adaptive policies are required to strengthen these linkages through financial support to industries and universities, and incentives conducive to long-term co-operation between them.",7,"Interventions: linkage between national research institutions and universities. Region: Africa Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Africa","Addis Ababa,Africa,Aspirations,Capability,Eastern and southern africa,Ethiopia,Expectations,Innovation,Knowledge-creation,Lagos,Science and technology policy,South Africa,University‚Äìindustry linkages"]
["Knowledge creation and human capital for development: The role of graduate entrepreneurship",2011,"www.emeraldinsight.com/0040-0912.htm","Mitra, Jay; Abubakar, Y. A.; Sagagi, M.","Education and Training","Purpose: Tackling structural and emergent problems in the labour market, valorising skilled human capital (HC) for opportunity creation, economic development and growth, are some of the key drivers for graduate entrepreneurship. This paper aims to examine developments in Africa, focusing on the significance of improving human capital through graduate entrepreneurship to meet the Millennium Development Goals (MDGs) in Nigeria. Design/methodology/approach: Based on a unique Education Partnerships in Africa (EPA) project the paper adopts a conceptual and exploratory approach to understand the institutional, cultural and economic dimensions of change and the specific role of graduate entrepreneurship education and training in enabling productive outcomes, using an illustrative case study of the project to develop the arguments. Findings: Knowledge creation lies at the heart of entrepreneurship development in developing economies such as Nigeria. Knowledge creation (KC) for entrepreneurship (E) is based on human capital (HC) development. In circumstances of uneven growth in developing economies HC development is the only constant. Harnessing HC for entrepreneurship can be based on three sets of propositions derived from an examination of the relationship between KC, HC and E, which locate graduate entrepreneurship's role within a holistic, institutional framework. Originality/value: The paper's originality lies in the development of a model for promoting and evaluating a holistic approach to graduate entrepreneurship in developing countries based on the targeting of MDGs. It offers new insights into the role of graduate entrepreneurship in economic and social development.",7,"Interventions: entrepreneurship training; network of proponents of entrepreneurship Region: Africa Evidence type: case study Confirmed: Carol Reyes","Africa","Africa,Education,Entrepreneurialism,Entrepreneurship,Graduates,Holistic and institutions,Human capital,Human resource development,Knowledge creation,Millennium Development Goals,Nigeria,Opportunity"]
["University-industry linkages' literature on Sub-Saharan Africa: systematic literature review and bibliometric account",2018,"https://link.springer.com/article/10.1007/s11192-018-2760-4","Zavale, Nelson Casimiro; Langa, Patrício Vitorino","Scientometrics","As a result of the growing interest on University-Industry Linkages (UIL)' research, systematic literature reviews and bibliometric studies have been undertaken to describe the state-of-the-art and provide a quantitative overview of the literature on UILs. However, these reviews have mainly enhanced the visibility of UILs' literature targeting developed countries. UILs' literature focusing on developing countries, particularly on Sub-Saharan Africa (SSA), is generally less visible. This paper seeks to fill this gap and to enhance the visibility of UILs' focusing on SSA, by undertaking a systematic literature review and displaying its bibliometric portrait. More specifically, the paper addresses the evolution, sources, main research questions, units of analysis, methods, countries researched, the influence of this literature, as well as its main findings. Based on Web of Science, Scopus and Google Scholar, 230 relevant articles have been identified and analysed. The paper's findings demonstrate that, while SSA continues to be an under-research terrain, the quantity of literature targeting this continent seems to be substantial and higher than it is often portrayed. The findings also demonstrate the dominance of South Africa, Nigeria and developed countries, both as knowledge producers and consumers of literature focusing on SSA. African poor countries seem to suffer from a double neglect: they are under-researched, but also ignored when research on them is produced. The paper argues, therefore, for the need to reconsider the place of African low-income countries in UILs' research, both as empirical fields and as incipient knowledge producers.",7,"Interventions: university-industry collaboration Region: Africa Evidence type: systematic review of literature Confirm: Nina Kaur","Africa","Bibliometrics,Nigeria,South Africa,Sub-Saharan Africa,Systematic literature review,University-industry linkages"]
["Public university autonomy in Afghanistan: Assessment of three dimensions - financial, academic, and administrative",2019,"https://works.bepress.com/joseph_berger/45/download/","Berger, Joseph B.; Siwash, Najib; Zargar, Waheedullah; Assadullah, Sulaimen; Hedayet, Mujtaba; Aslami, Hassan; Wajdi, Habibullah; Mussaway, Javid",null,"Assessment of eight public universities in Afghanistan. Assesses each institution's financial, academic, and administrative autonomy. Discussion of importance of each dimension of autonomy and challenges the universities faced. Discussion of budgets, budget planning, recruitment, income generation, research, branding and marketing.",7,"Interventions: financial -- budgets, budget planning, recruitment, income generation; Region: Asia Evidence type: qualitative Confirmed: Carol Reyes","Asia","Afghanistan,Asia,Financial sustainability,autonomy,budgets,private sector,public universities,recruitment,strategic management"]
["An analysis of the status of the Triple Helix and university-industry-government relationships in Asia",2014,"https://link.springer.com/article/10.1007/s11192-013-1100-y","Chung, Chung Joo","Scientometrics","The literature on the characteristics of the Triple Helix (TH) and university-industry-government relationships has not sufficiently shared research on this topic in Asia. Based on the assumption that the literature does not provide a sufficient overview of the sparse and complex yet diverse process of TH research in Asia, this study examines the characteristics of TH scholars such as their affiliations, preferred journals, international linkage patterns, and semantic discourse networks by analyzing their research articles. The results identify the most prominent TH scholars, journals, issues, and research trends in Asia and suggest a need for deeper and more creative analyses of the TH model in the region and for longer time periods for longitudinal analyses. {\\textcopyright} 2013 Akad{\\'{e}}miai Kiad{\\'{o}}, Budapest, Hungary.",7,"Interventions: university-industry collaboration Region: Asia Evidence type: systematic review of literature Confirm: Nina Kaur","Asia","Asia,Review,Triple Helix,University-industry-government relationship"]
["Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance mid-term performance evaluation",2017,"https://docs.google.com/viewerng/viewer?url=https://vdocuments.site/google-reader?url{\\%}3D497a2c0b89beb08fcd4d593eb29dc76c97c5de7ce004f81b95d2b08a37c14ed71688c697f233262228b6f884d721e22765f9bf8c884862c5786258d00e368dfa4SDoS3qVdrqBDpWtabeXjPHTKSCLkEbcrfO9w9i","Dunworth, William","Management Systems International","Launched in September 2015 and continuing through September 2020, the Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance is managed by Arizona State University (ASU) on behalf of the US Agency for International Development (USAID). Based on the pillars of institutional policy, quality, curriculum, faculty innovation and technology, BUILDIT leverages deep and diverse government-industry-academic partners that share a goal of tightly linking science, technology, engineering and math (STEM) instruction in Vietnamese higher education institutions to the needs and capabilities of industry partners to produce graduates who can lead inclusive, technology-based growth. The rapid adoption of educational innovation will be driven by the input of key stakeholders through their participation in semi-annual Solutions Councils managed by the project. A network of maker innovation labs will support curricular innovation, providing students and faculty with a venue to implement the applied-problem and project-based curriculums being developed. The Higher Education Learning and Innovation Exchange (HELIX) portal will serve as a web-based repository for educational assets, resources and faculty training and development tools. To achieve these ends, BUILD-IT has the three development objectives: ‚Ä¢ Objective 1: Strengthen Higher Education Policy ‚Ä¢ Objective 2: Improve Academic Programs and Outcomes ‚Ä¢ Objective 3: Enable University ‚Äì Private Sector Collaboration",7,"Interventions:¬†Public-private partnerships, instructor training in the US, university policy reform Region: Asia Evidence type: program/project evaluation Confirmed: Carol Reyes","Asia","Asia,Higher education,Private sec,Vietnam,Women,accreditation,innovation,leadership development,policy markets,training"]
["Bridging the cultural divide: Trust formation in university-industry research collaborations in the US, Japan, and South Korea",2014,"http://dx.doi.org/10.1016/j.technovation.2014.04.006","Hemmert, Martin; Bstieler, Ludwig; Okamuro, Hiroyuki","Technovation","Academia and industry increasingly work together, but this is not always an easy endeavor. In this article we investigate how relational mechanisms facilitate trust formation in university-industry research collaborations (UICs) in three countries and contribute to the understanding of international similarities and differences in UICs by considering institutional factors, specifically, the strength and maturity of UICs in each country. Analyzing survey data of 618 recent UICs in the US, Japan, and South Korea, we identify the activities of innovation champions as a critical trust building mechanism between firms and universities that complements initial trust formation through tie strength, partner reputation, and contractual safeguards. We find that partner reputation and champion behavior are more important for trust formation in South Korea than in the US and Japan, indicating that in 'emerging UIC countries' where most firms and universities have little collaboration experience, reputation and the leadership by innovation champions are more important for trust formation in UICs than in 'advanced UIC countries' with strong and mature UIC networks. From a public policy perspective, our findings suggest that networks between firms and universities should be generally strengthened and collaboration partners should be provided with effective contractual safeguards to enhance trust formation in UICs. {\\textcopyright} 2014 Elsevier Ltd.",7,"Interventions: university-business collaboration Region: Asia, North America Evidence type: quantitative quasi-experiment Confirm: Nina Kaur","Asia","Cross-country comparison,Innovation champion,Japan,South Korea,Trust,U.S.,University-industry research collaboration"]
["How can academic innovation performance in university‚Äìindustry collaboration be improved?",2017,"http://dx.doi.org/10.1016/j.techfore.2016.03.024","Huang, Mu Hsuan; Chen, Dar Zen","Technological Forecasting and Social Change","As universities gradually become the center of society's knowledge production system, their role in innovation becomes more diverse. In the pursuit of such a role, universities are encouraged to establish a university‚Äìindustry collaboration (UIC) context that supports faculties and students to engage in entrepreneurial activities. On the basis of the organizational control perspective, we investigated how UIC factors, namely implementing a formal UIC management mechanism, implementing UIC regulations, and supporting an innovative climate, influence the academic innovation performance of universities. The results of partial least squares analysis of 141 Taiwanese universities showed that UIC-subsidized universities have more advantages for developing their UIC environment and improving academic innovation performance. We found that a formal UIC management mechanism might be the most essential factor for enhancing the academic innovation performance of non-UIC-subsidized universities. Furthermore, the innovation climate was found to moderate the relationship between formal UIC management mechanisms and academic innovation performance.",7,"Interventions: observations of impacts of management, regulation, and innovative climate Region: Asia Evidence type: quantitative quasi-experiment Confirm: Nina Kaur","Asia","Academic innovation performance,Organizational control perspective,Taiwan,UIC,University‚Äìindustry collaboration"]
["Mid-Term Evaluation of the Higher Engineering Education Alliance Program (HEEAP)",2013,"https://pdf.usaid.gov/pdf_docs/PDACX675.pdf","JBS International Aguierre Division","USAID","The Higher Engineering Education Alliance (HEEAP) program aims to transform engineering education in Vietnam from what is described as passive theory-based instruction to active project-based instruction\" with the goal of producing \"work-ready\" graduates for the country's booming high-tech sector. The principal development intervention employed to achieve HEEAP's goals was annual training sessions on active learning and curriculum design. Three cohorts totaling 123 Vietnamese lecturers were selected to attend a 6-week training program in Arizona each summer from 2010 to 2012. Three related interventions were designed to assist training participants with promoting changes at their home institutions: (1) a faculty reform project conducted by small groups that were formed during the training and completed after the participants returned; (2) a mentoring system established in conjunction with the faculty projects to support the change process HEEAP aimed to achieve at each university; and (3) a component for leadership outreach and socialization to aid institutional reform. A corollary objective of HEEAP was to help Vietnamese institutions advance toward international accreditation through the Accreditation Board for Engineering and Technology (ABET). The intent of the evaluation was to produce a forward-looking assessment whose findings and recommendations could be incorporated into follow-on programs. The Scope of Work (SOW) identified three focus areas for evaluation: (1) project achievements -- the success of HEEAP in advancing cutting-edge instruction, providing a relevant and up-to-date curriculum, improving undergraduate learning outcomes.",7,"Interventions: teacher training on active learning and curriculum design, curriculum reform, private sector partnership Region: Asia Evidence type: program/project evaluation Confirmed Ciara","Asia","Asia, Vietnam"]
["Mid-Term Performance Evaluation of the University Support and Workforce Development Program",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?",7,"Interventions: internships, career centers, soft skills training, faculty scholarships, curriculum reforms, partnerships Region: Asia Evidence type: program/project evaluation Confirmed: Carol Reyes","Asia","Afghanistan,Education in crisis and conflict,Employment,Gender Equity,Governance,LAC,Partnerships,Private Sector,Professional development,Quality of education,Soft Skills"]
["Evaluation interim report for the Georgia II Industry-Led Skills and Workforce Development Project",2019,"https://www.mathematica.org/our-publications-and-findings/publications/evaluation-interim-report-for-the-georgia-ii-industry-led-skills-and-workforce-development-project","Borkum, Evan; Cheban, Irina; Fernandez, Camila; Nichols-Barrer, Ira","Mathematica for Millennium Challenge Corporation","MCC's {\\$}140 million Georgia Compact II (2014-2019) funded the {\\$}16 million Industry-Led Skills and Workforce Development (ISWD) Project, which aimed to improve the alignment between the skills of Technical and Vocational Education and Training (TVET) graduates and the skills demanded by the labor market. It provided grants to establish new or improved courses reflecting industry demand; awarded smaller grants to document and disseminate best practices; provided technical assistance to the government related to sector policy; and held annual TVET conferences. Key findings: 1) Through Program Improvement Competitive Grants (PICG) Activity, the ISWD project established 51 new or improved TVET courses in Georgia; 2) These courses were established in close cooperation between the TVET provider and private sector partners, who provided knowledge and material support; 3) Total enrollment in courses exceeded compact's target; 4) Trainees and teachers had positive first impressions of the new courses; 5) There was optimism about trainee's labor market prospects; 6) Small grants supported dissemination of best practices that could be replicated by others; 7) Technical assistance component delivered support for a wide range of policy reforms, but more work will need to be done; 8) Annual TVET conference well-attended and well-received by stakeholders",7,"Interventions: TVET courses to meet industry demand for particular skills, university-industry collaboration Region: E&E Evidence type: program/project evaluation Confirmed Ciara","Europe and Eurasia","Asia,Georgia,Private Sector Partner,TVET courses,university-industry collaboration,vocational education,workplace learning"]
["Making industry-university partnerships work: Lessons from successful collaborations",2012,"https://sciencebusiness.net/sites/default/files/archive/Assets/94fe6d15-5432-4cf9-a656-633248e63541.pdf","Edmondson, Gail","Science|Business Innovati on Board AISBL","Universities and industry have been collaborating for over a century, but the rise of a global knowledge economy has intensified the need for strategic partnerships that go beyond the traditional funding of discrete research projects. World-class research universities are at the forefront of pioneering such partnerships. They are designed to run longer, invest more, look farther ahead and hone the competitiveness of companies, universities and regions. In short, they transform the role of the research university for the 21st century, anchoring it as a vital centre of competence to help tackle social challenges and drive economic growth. But it's a big leap. It requires each side to engage far beyond the conventi onal exchange of research for funding. When they work well, strategic partnerships merge the discovery-driven culture of the university with the innovation-driven environment of the company. But to make the chemistry work, each side must overcome the cultural and communications divide that tends to impair industry university partnerships of all types and undercut their potential. This report aims to address the challenge of bridging the industry-university divide by highlighting what makes universities attractive as industry partners, what structures make for excellent partnerships and what approach produces seamless interactions. It builds on a growing pool of academic research about the state of industry-university collaboration and off ers concrete lessons and recommendati ons from experienced managers on both sides of the divide. The empirical lessons in this research lead to some obvious policy conclusions. They include: 1. Keep the ship steady. Policymakers need to ensure a predictable, stable environment of funding and regulati on for long-term strategic partnerships to thrive. 2. Give universities the autonomy to operate effectively, and form partnerships. The best people to decide a university's strategy are its own board and faculty heads, not government ministries. Without freedom to operate ‚Äì with appropriate checks and balances ‚Äì they cannot form effective partnerships. 3. Reward activist, collaborative universities ‚Äì and encourage more to be that way. Funding incentives work: government policy should reward, or at least not discourage, universities and companies that form strong partnerships. New government programmes, such as proposed by the EU and some national governments, should entice others to take the same step.",7,"Interventions: university-industry collaboration; university-industry partnerships Region: global Evidence type: case study Confirm: Nina Kaur","Global","Industry-univeristy collaboration,economic development,industry-univeristy partnership"]
["Context perspective on university-industry collaboration processes: A systematic review of literature",2020,"https://doi.org/10.1016/j.jclepro.2020.120861","Nsanzumuhire, Silas U.; Groot, Wim","Journal of Cleaner Production","Studies on University-Industry Collaboration (UIC) have mainly focused on processes at the individual and institutional levels. The result has been a proliferation of literature on aspects of UIC implementation processes often accounting for contextual differences. A survey of previous systematic reviews showed a gap in integration of knowledge on UIC implementation processes from a holistic and economic context perspective. This systematic review of the literature seeks to cover that gap by integrating the literature on UIC implementation processes from developed and developing countries contexts. In total 68 publications were reviewed and the data extracted were qualitatively analyzed using a grounded theory approach. Three major themes are distinguished: channels of interaction, UIC mechanisms, and barriers to UIC. The channels of interaction were often presented in categories. The most comprehensive were found to be bi-directional, traditional, commercial and service channels. It was found that commercial channels are ranked by both industry and academia as the least important and the least preferred by collaboration actors. The review discerned three major forms of UIC implementation processes: (1) educational collaboration, (2) academic entrepreneurship and (3) research related collaboration. Mechanisms of implementing these three forms of interaction vary, but continuous interactions are frequently proposed as the best method of knowledge transfer, contrasting with the traditional linear view of UIC processes. Regarding barriers to collaboration, five categories of barriers (misalignment barriers; motivation related barriers; capability related barriers; governance-related barriers and contextual barriers) are identified. The review indicated also that there is still a research coverage gap in developing countries compared to developed countries, and that the educational collaboration form is somehow neglected. It is therefore recommended to use an action research approach to advance research in developing countries and to provide extra attention to educational collaboration mechanisms since this form is among the preferred means of UIC.",7,"Interventions: university-industry collaboration Region: Africa, Asia, E&E, LAC, MENA Evidence type: systematic review of literature Confirm: Nina Kaur","Global","Barriers,Channels,Collaboration,Industry,Mechanisms,Processes,UIC,University"]
["The Evolving Role of Universities in Economic Development: The Case of University–Industry Linkages",2011,"https://link.springer.com/chapter/10.1007/978-1-4419-7509-6_3","Reddy, Prasada","Universities in Transition: The Changing Role and Challenges for Academic Institutions","For the last decade and a half, the role played by universities in economic growth, particularly through university‚Äìindustry linkages, has been occupying the minds of policymakers and academics equally. The direct influence of university research in economic development is, however, not new. Since their inception, more than a century ago, agriculture universities through their research on new varieties of seeds, disease resistant crops, etc., have played a vital role in increasing the ¬≠agricultural productivity and farmers' incomes. Extension services provided by the agricultural universities, through which they transferred new technologies and ¬≠associated knowledge to farmers, have been the main channels through which ¬≠university research has been commercialized.",7,"Interventions: university-industry linkages Region: Africa, Asia, LAC, E&E, N. America Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Global","Agricultural development,economic development,technological knowledge"]
["University-Industry co-operation to promote industrial relevance in the field instrumentation component of control education",2016,"http://dx.doi.org/10.1016/j.ifacol.2016.07.195","Serbezov, Atanas; Cummings, Don","IFAC-PapersOnLine","In every manufacturing process field instruments establish the foundation for control. As a result, field instrumentation is an integral part of the control curriculum for engineering disciplines that support process manufacturing. In the Chemical Engineering curriculum most of the hands-on interactions with field instruments occur in the Unit Operations (UO) laboratory. In order to make these interactions industrially relevant, dialogue and active engagement with industry are essential. In this paper we present eight features of our co-operation with industry that have significantly expanded the breadth of the UO laboratory experiences for the Chemical Engineering students and faculty. In addition to providing financial help for state-of-the-art field instruments, our industrial partners have also shared technical resources and know-how that have enabled us to integrate the technology into the curriculum in an industrially relevant way. The most notable elements that distinguish our UO laboratory are the large number of installed field instruments (173), the distributed control system (DSC), the asset management system (AMS), and the high level of active interaction with field instruments. The end result is that our students are developing a marketable skill set directly applicable to the industrial practice of control. Our faculty are benefitting from the co-operation with industry as well by being provided with various opportunities for professional development.",7,"Interventions: university-industry cooperation Region: North America Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Global","Control education,Field instruments,Partnerships,Unit Operations laboratory,University-industry co-operation"]
["The creation and diffusion of innovation in developing countries: A systematic literature review",2016,"https://onlinelibrary.wiley.com/doi/abs/10.1111/joes.12126","Zanello, Giacomo; Fu, Xiaolan; Mohnen, Pierre; Ventresca, Marc","Journal of Economic Surveys","In this study, we review the literature on the creation and diffusion of innovation in the private sectors (industry and services) in developing countries. In particular, we collect evidence on what are the barriers to innovation creation and diffusion and the channels of innovation diffusion to and within developing countries. We find that innovation in developing countries is about creation or adoption of new ideas and technologies; but the capacity for innovation is embedded in and constituted by dynamics between geographical, socio-economic, political and legal subsystems. We contextualize the findings from the review in the current theoretical framework of diffusion of innovations, and we emphasize how the institutional context typical of developing countries impacts the diffusion itself.",7,"Interventions: technology transfer, innovation ecosystem Region: Africa, Asia, LAC Evidence type: systematic review of literature Confirm: Nina Kaur","Global","Development,Diffusion,Innovation,Low- and middle-income countries,diffusion"]
["University-industry collaboration and innovation in emergent and mature industries in new industrialized countries",2013,"http://dx.doi.org/10.1016/j.respol.2012.06.006","Bodas Freitas, Isabel Maria; Marques, Rosane Argou; Silva, Evando Mirra De Paula E.","Research Policy","As the economies and indigenous technological capabilities of the new industrialized countries improve, national universities and public research organizations are expected to become increasingly important for supporting indigenous firms to move into more dynamic and high-opportunity industries. However, the characteristics of collaboration with universities may be very specific depending on whether the industry partner is engaged in mature or emergent activities. In this study, we explore and discuss the role of university-industry collaboration for the development of innovation in mature and emergent industries in new industrialized countries. Evidence from 24 research groups in science and engineering departments in universities and public research organizations in Brazil provides preliminary empirical corroboration for the proposal that the contexts and role of university-industry collaboration in mature and emergent industries are diverse. Knowledge networks are underdeveloped in emerging industries, and public support for research projects is dispersed. This means that university research and development projects with firms in emergent industries are less likely than projects with firms in mature industries to be the result of academic initiatives and public calls for research projects, or to be wholly financed by major public research sponsors. In emergent industries, the role of students and firm employees is crucial for mediating between public research organizations and companies. The policy implications of these preliminary findings are discussed. {\\textcopyright} 2012 Elsevier B.V.",7,"Interventions: university-industry collaboration Region: LAC Evidence type: qualitative Confirm: Nina Kaur","Latin America and the Caribbean","Brazil,Emergent industries,New industrialized countries,Science and technology policies,University-industry collaboration"]
["The impact of higher education on entrepreneurship and the innovation ecosystem: A Case study in Mexico",2019,"https://www.mdpi.com/2071-1050/11/20/5597","Castro, May Portuguez; Scheede, Carlos Ross; Zermeño, Marcela Georgina Gómez","Sustainability (Switzerland)","Entrepreneurship is recognized as an engine for the economy. However, Latin America must promote higher opportunities for the creation of new businesses, especially for technology-based ventures. In this sense, the Center for Global Innovation and Entrepreneurship (CGIE) of the University of Texas at Austin offers a Master of Science in Technology Commercialization (MCCT) that prepares students with methodologies to promote the creation of new businesses in Mexico. This study aims to know the contribution of training to the creation of new companies, and its role in the innovation and the technology transfer processes, from the viewpoint of the participants. This research presents a case study that analyzes the impact of the MCCT through the analysis of the data of a survey answered by 109 former students of this center. Findings show that the methodologies developed by the MCCT allow the creation of technology-based enterprises and entrepreneurial skills in students. This study presents good practices that can be emulated by other countries in the region, as well as recognizing the great value the role of higher education in creating synergies between actors of the innovation ecosystem that strengthen social and economic growth.",7,"Interventions: entrepreneurship, technology commercialization Region: LAC Evidence type: case study Confirmed: Carol Reyes","Latin America and the Caribbean","Business creation,Educational innovation,Entrepreneurship education,Higher education,Innovation,Innovation ecosystem,Mexico,Science and technology,Sustainability,Technology transfer"]
["The skills development challenge in Latin America: Diagnosing the problems and identifying public policy solutions",2016,"https://www.mathematica.org/our-publications-and-findings/publications/the-skills-development-challenge-in-latin-america-diagnosing-the-problems-and-identifying-public","Fiszbein, A.; Cosentino, C.; Cumsille, B.","Mathematica Policy Research","In spite of an increase in the years of schooling attained by adults in Latin American countries, evidence highlights gaps in skills development that represent a bottleneck to productivity growth and to the ability of Latin American workers to obtain gainful employment. This paper describes key drivers of the skills development problem and offers recommendations that seek to leverage policy tools to address the challenge. Key Findings: Regulations, financial incentives, information, and public/private partnerships may be leveraged to (1) better align the content and skills taught with the demands of the labor market (through competency-based and technical/vocational education), (2) enhance quality (through strengthened quality assurance mechanisms and widespread dissemination of information), and (3) improve graduation rates in secondary and tertiary education (in particular through outcomes monitoring and evidence-based solutions).",7,"Interventions: various interventions to improve skills training, Including competency-based and technical/vocational education, assurance, outcomes monitoring Region: LAC Evidence type: Narrative or conceptual analysis of issue Confirmed Ciara","Latin America and the Caribbean","LAC,assurance,competency-based education,graduation rates,outcomes monitoring,private partnership,skill development,technical education,vocational education"]
["Final performance evaluation of the higher education for economic growth activity",2018,"https://pdf.usaid.gov/pdf_docs/PA00T881.pdf","Megan, Gavin; Cristina, Accioly; Oscar, Picardo","Mendez England and Associates","The purpose of the final performance evaluation of the Higher Education for Economic Growth Activity (HEA) is to provide recommendations to: 1) the Activity for the final year; and 2) the United States Agency for International Development (USAID) for future programming. The evaluation focused on five evaluation questions (EQs), including: assessing results (EQ 1); the role of clusters (EQ 2); the government and higher education institutions (EQ 3); gender (EQ 4); and analyzing the extent to which results will be sustained (EQ 5). The evaluation used a mixed-methods approach, including document review; analysis of HEA's monitoring and evaluation data and performance indicators; key informant interviews and surveys for faculty/staff; focus group discussions; and direct observation. Key illustrative findings include: 1) teachers consider diploma programs available, high quality, and well facilitated; 2) trust has been established via positive and significant effects from collaboration; 3) while there has been an established approach to construct a higher education policy, the approach needs to be broader in terms of participants (including the government); 4) there is improved access to science, technology, engineering, and math for women and girls; and 5) the Centers for Career Development, which promote student engagement with the private sector, are the most likely to sustain. The evaluation recommends that USAID continue to support the investigations, curriculum reform implementation, teacher training, and scholarships, as well initiate as the construction of an entity to strategically integrate and give continuity to the cluster model.",7,"Interventions: scholarships for students and teachers, teacher training, career centers, industry partnerships, clusters, curriculum reform Region: LAC Evidence type: program/project evaluation Confirmed: Carol Reyes","Latin America and the Caribbean","Clusters,El Salvador,Female empowerment,Gender equity,LAC,Life skills,Manufacturing,applied research,career centers,clusters,female empowerment,gender equity,partnerships,private sector,scholarships,teacher training"]
["Universities as the Engine of Economic Growth: Insights from Developing the First Industry-Higher Education Clusters in El Salvador",2017,"https://files.eric.ed.gov/fulltext/ED582377.pdf","Navarro, Richard; Barbarasa, Estera; Thakkar, Ami","RTI International","We explore the recent undertaking in El Salvador to establish the country's first industry‚Äì higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agro -industry and food processing. T hese clusters take a systems approach to aligning higher education institutions (HEIs) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Fina lly, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-l evel economic benefits.",7,"Interventions: industry clusters Region: LAC Evidence type: case study Confirm: Nina Kaur","Latin America and the Caribbean","El Salvador,LAC,Private Sector,economic development"]
["Universities as the Engine of Economic Growth: Insights from Developing the First Industry– Higher Education Clusters in El Salvador",2017,"https://files.eric.ed.gov/fulltext/ED582377.pdf","Navarro, Richard; Barbarasa, Estera; Thakkar, Ami","RTI International","We explore the recent undertaking in El Salvador to establish the country's first industry-higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agroindustry and food processing. These clusters take a systems approach to aligning higher education institutions (HEis) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Finally, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-level economic benefits. Strategies presented include: 1) treat aligning educational systems to respond to labor market needs as a complex systems problem; 2) create a common vision that can unite sectors followed by a clear road map; 3) create quick wins early on to keep people engaged and demonstrate in tangible terms what benefits different actors are getting; 4) clusters require organizational structure; 5) higher education and industry need to learn to speak each other's languages; 6) shift from short-termism to long-term thinking; 7) HEIs, industry, and government need to share costs and co-finance the resources for partnerships; 8) clusters should clearly define what success\" of the collaboration will look like in 3-5 years and develop mechanisms and indicators for accountability.\"",7,"Interventions: IABs, public-private partnerships,clusters Region: LAC Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Latin America and the Caribbean","El Salvador,HEI clusters,LAC,Private sector,clusters,collaboration,female empowerment,gender equity,industry,private sector,public-private partnerships"]
["USAID higher education for economic growth activity: A path towards the fourth industrial revolution in El Salvador",2019,"https://pdf.usaid.gov/pdf_docs/PA00TQHC.pdf","RTI International","USAID","This document gives an account of the validity and effectiveness of the approach adopted by the USAID Higher Education for Economic Growth Activity in addressing the indicators associated with innovation, skills development and business dynamism during its interventions. The Activity established the cluster model as an institutional platform on which mutually beneficial relationships between the HEIs, industry and the government were built; a partnership was formed to ensure the quality of human resources by improving the training programs that are offered. Innovation was also promoted as a way to solve industry issues or increase production. When creating the clusters, the Activity chose four sectors based on their potential for growth and their importance within the economy: (1) Information and Communications Technology; (2) Light Manufacturing; (3) Energy and Energy Efficiency; and (4) Agro-Industry and Food Processing. Over the course of five years of Activity implementation, an institutional framework of university, industry and government collaboration was achieved, which allowed for the definition and implementation of programs that are aligned with the critical variables of innovation, the development of human talent, and business dynamism, in the context of the opportunities of the Fourth Industrial Revolution. The diverse Activity interventions have shown us the value of focusing on human capital, transforming the higher education system, equipping it with skills for innovation, and contributing to strengthening relationships with the production sector.",7,"Interventions:¬†industrial clusters, partnerships between industry and HEIs, career centers, applied research training, scholarships, curriculum reform Region: LAC Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Latin America and the Caribbean","Applied research,El Salvador,Government institutions,LAC,business,clusters,gender equity,higher education institutions,institutions and professionals,private sector,productive sector unions,sustainability"]
["National innovation systems in developing countries: Barriers to university–industry collaboration in Egypt",2015,"https://www.ingentaconnect.com/content/intellect/tmsd/2015/00000014/00000002/art00004;jsessionid=4ma7qovierm6.x-ic-live-02","Attia, Ahmed M.","International Journal of Technology Management and Sustainable Development","The purpose of this article is to investigate the Egyptian national innovation system and its main components. It aims to identify the barriers and the drivers to university‚Äìindustry collaboration. Four hypotheses are proposed to measure the barriers and drivers to university‚Äìindustry collaboration. These hypotheses are tested using correlation analysis and Z test based on data collected from 162 companies from industrial areas and free zones around Cairo and Alexandria. The results of the study support the proposed four hypotheses.",7,"Interventions: university-business collaboration Region: MENA Evidence type: quantitative Confirm: Nina Kaur","Middle East","Barriers,Drivers,Egypt,Innovation system,University‚Äìindustry collaboration"]
["The entrepreneurial university: a proposed model for developing nations",2019,"www.emeraldinsight.com/0262-1711.htm","Bizri, Rima; Hammoud, Jamil; Stouhi, Marwa; Hammoud, Manar","Journal of Management Development","Purpose: The purpose of this paper is to propose a model for entrepreneurial universities (EPUs) that operate in developing countries, as most of the existing research has either focused on the western context or neglected context altogether. The model is intended to identify the EPU's key success factors while taking into consideration its contextual constraints. Design/methodology/approach: A 60-item survey instrument was designed and distributed across the top 10 QS-ranked universities in Lebanon, and the data were analyzed using structural equation modeling with SmartPLS. Findings: The results of data analysis confirmed the influence of resources and capabilities and knowledge transfer as the two most powerful ‚Äúuniversity-specific‚Äù success factors. Importantly, the relationship between the university-specific factors and innovation was mediated by the presence of a strong entrepreneurial culture, while an entrepreneurship environment was found to be conducive to entrepreneurship outcomes of the EPU. Originality/value: This paper fills a gap in the literature by suggesting a model for the EPU in developing nations, taking into consideration the various constraints of those nations.",7,"Interventions: university strategies that contribute to making universities entrepreneurial Region: MENA Evidence type: quantitative Confirmed: Carol Reyes","Middle East","Developing countries,Entrepreneurial university,Lebanon,Mediation,Success tactics"]
["An investigation into the key determinants of university–industry links in Algeria",2015,"https://www.ingentaconnect.com/content/intellect/tmsd/2015/00000014/00000002/art00003","Boutifour, Zohra; Saad, Mohammed; Guermat, Cherif","International Journal of Technology Management and Sustainable Development","The role of higher education institutions (HEIs) in developing the innovative capacity of societies is well recognized. As the main producers of knowledge, they contribute directly and indirectly to economic growth. Yet, little is known on the engagement of universities in developing countries with their social and economic environment. This article adopts a quantitative approach to identify the main factors affecting the role of Algerian HEIs in promoting and cooperating with their economic and social environment.",7,"Interventions: university-industry collaboration Region: MENA Evidence type: quantitative quasi-experiment Confirm: Nina Kaur","Middle East","Algeria,Developing countries,Entrepreneurial university,Innovation,Ivory tower university,University‚Äìindustry links"]
["University technology transfer efficiency in a factor driven economy: the need for a coherent policy in Egypt",2019,"https://doi.org/10.1007/s10961-019-09737-w","Kirby, David A.; El Hadidi, Hala H.","The Journal of Technology Transfer","The article examines the effectiveness of instruments to promote technology transfer and foster entrepreneurial innovation in Egypt where there are individual measures but no comprehensive, unified policy or strategy to promote the transfer and commercialisation of the intellectual property stemming from university research. The study examines the extent of technology transfer in the country and the effectiveness of the various existing measures through a four-phase investigation involving in-depth interviews with experts, a questionnaire survey of 400 Egyptian Science, Engineering and Technology academics, three case studies of Technology Transfer Offices and a 237 respondent industry survey. The results indicate that despite the measures that have been introduced, there is little university‚Äìindustry collaboration and that the interventions are of limited effectiveness. The article concludes that there is a need for a broad, national co-ordinating policy that encourages universities and industry to collaborate, particularly on research, and to engage in the transference and commercialisation of technology.",7,"Interventions: policies and programs to promote innovation and technology transfer Region: MENA Evidence type: mixed methods Confirmed: Carol Reyes","Middle East","Efficiency,Egypt,Factor-driven economy,National policy,North Africa,Technology transfer"]
["Universities and economic development in Africa",2011,"https://www.mendeley.com/catalogue/8f9a3ff7-0499-3e3e-8e33-6bed8c232097/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7B8c1bd701-0d51-4729-b3e5-c5354d4d58a9{\\%}7D","Cloete, Nico; Bailey, Tracy; Pillay, Pundy; Bunting, Ian; Maassen, Peter",null,"During the post-independence period, every African country has struggled with the vexing issue of the role of higher education in development. While many studies on higher education in Africa deal with this problematic indirectly, very few have actually taken it on directly. As a point of departure, the overall aim of the study was to investigate the complex relationships between higher education (specifically universities) and economic development in selected African countries with a focus on the context in which universities operate (political and socio-economic), the internal structure and dynamics of the universities themselves, and the interaction between the national and institutional contexts. In addition, the study aimed to identify those factors (practices, strategies) and conditions (context) ‚Äì at both national and institutional levels ‚Äì that facilitate or inhibit universities' ability to make a sustainable contribution to economic development.",8,"Interventions: strategies and programs for making universities engines of development Region: Africa Evidence type: case study Confirmed: Carol Reyes","Africa","Africa,Higher education,Mauritius,Mozambique,South Africa,Tanzania,Uganda,Universities,development,economic development,policy"]
["Living labs and knowledge creation in developing countries: Living labs as a tool for socio-economic resilience in Tanzania",2016,"https://www.tandfonline.com/doi/full/10.1080/20421338.2015.1132534","Hooli L, Jauhiainen J, Lähde K","African Journal of Science, Technology, Innovation and Development","Living Labs (LL) are platforms to increase innovation through the interaction of various actors. LLs are based on an open innovation process, community involvement, co-creation of products, and services or societal innovations together with users. Bottom-up approaches, such as LLs, are needed to support innovation processes in local communities. Developing countries expect that innovation systems with LLs will contribute positively to socio-economic resilience and poverty alleviation. However, only few studies exist about LLs in developing countries. This article studies LLs in Tanzania, with regard to their knowledge creation processes and contribution to socio-economic resilience of local communities. In Tanzania, LLs create new entrepreneurial skills and opportunities for people with limited formal education. The participants in LLs discuss and define local challenges in groups and find solutions through co-creation. They combine local knowledge and practices with external ones, the latter found mostly through learning to use the Internet. Direct networking between LLs in Tanzania helps to share experiences and best practices. External funding and know-how transfer support LLs, butthe commitment of their key person(s) is crucial.",8,"Interventions: community-based innovation platforms (living labs) Region: Africa Evidence type: qualitative Confirmed: Carol Reyes","Africa","Africa,Developing countries,Innovation system,Knowledge creation,Living Lab,Tanzania"]
["Evaluation: legal professional development and anti-corruption activity mid-term performance evaluation",2018,"https://pdf.usaid.gov/pdf_docs/PA00THDS.pdf","Jackson, Victoria; Bloh, Oscar; Kazadi, Mwenda","Social Impact","The Legal Professional Development and Anti-Corruption (LPAC) activity midterm performance evaluation examined the appropriateness, performance, and sustainability of LPAC's new design to promote a more effective and accountable formal justice sector through improved capacity of five legal and regulatory institutions: the James A. A. Pierre Judicial Institute (Judicial Institute), the Louis Arthur Grimes School of Law (Law School), the Liberia Legal Information Institute (LiberLII), the Liberian National Bar Association (LNBA), and the Liberia Anti-Corruption Commission (LACC). The Liberia Strategic Analysis (LSA) evaluation team used a mixed-methods approach to address five evaluation questions (EQs) assessing (1) the original design and redesign; (2) achievement since redesign; (3) investment compared to perceived benefit; (4) government commitment and capacity; and (5) degree of women's participation. Evaluation methods included a desk review of relevant documents, monitoring and evaluation (M{\\&}E) data, key informant interviews (KIIs), focus group discussions (FGDs), and short interviews with stakeholders in Monrovia, Kakata, and Gbarnga. The evaluation found that inaccurate assumptions and planning led to flaws in the original design, which were influenced by the lack of co-design with GOL partners. The management structure and approach was risky and lacked consistent and reliable oversight. The redesign was appropriate in fixing the constraints by integrating components better, promoting cross-pollination, and shifting toward a multiagency approach to combating corruption. Since the redesign, LPAC experienced uneven progress working with the legal and regulatory institutions but achieved the greatest results and value with the LNBA and LACC. Participation of women grew by piloting legal aid clinics, increasing Public Service Scholarships and focusing on women's participation in judicial trainings.",8,"Interventions: curriculum development, scholarships,instructor training, continuing education for court staff Region: Africa Evidence type: program/project evaluation Confirm: Nina Kaur","Africa","Legal education,Liberia,Sub-Saharan Africa,anti-corruption,legal and regulatory frame-work,legal clinics"]
["African indigenous knowledge systems and relevance of higher education in South Africa",2013,"www.iejcomparative.org","Kaya, Hassan O.; Seleti, N.","The International Education Journal: Comparative Perspectives","The higher education system in Africa and South Africa in particular, is still too academic and distant from the developmental challenges of African local communities. The integration of African indigenous knowledge systems (AIKS) into the higher educational system could improve its relevance. This is due to the holistic, community-based nature and approach of AIKS to education and knowledge production. However, this requires an African indigenous theoretical framework of knowledge to guide the integration process. The framework should also clarify the relevance of African indigenous languages in knowledge production and sharing in the era of globalisation. There is also need for a strong institutional support system for a sustainable integration as shown by the experiences of some higher educational institutions in South Africa.",8,"Interventions: incorporation of African Indigenous Knowledge Systems in higher education. Region: Africa Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Africa","Africa,African indigenous knowledge systems,African indigenous languages,South Africa,higher education,local communities,relevance"]
["Community–university partnerships: using Participatory Action Learning and Action Research (PALAR)",2013,"https://www.semanticscholar.org/paper/Community%E2%80%93University-Partnerships%3A-Using-Action-and-Kearney-Wood/71855c541128cd8b35c6a0db66fe26d3e3a7ba80","Kearney, Judith; Wood, Lesley; Zuber-Skerritt, Ortrun","Gateways: International Journal of Community Research and Engagement","This article positions participatory action learning and action research (PALAR) as a preferred methodology for community-university partnerships to achieve a holistic outcome that benefits the common interest. Evidence for this claim is illustrated through case studies of two community engagement programs, one in South Africa and the other in Australia. The South African study explains how relationships, reflection and recognition (the three R's of PALAR) are important elements that promote a truly participatory approach to knowledge creation and practical improvement in social circumstances. The Australian study then highlights what can be achieved. It does this by showing the potential for PALAR participants to learn how to design and implement a community engagement program, and how to cascade their own learning into their community to improve educational opportunities. Both studies demonstrate PALAR's potential to disrupt traditional understandings of the research process, particularly in terms of researcher‚Äìparticipant relationships. At the same time, both studies identify the challenges arising from the theoretical and practical implications of PALAR as an approach to community development. This article is therefore significant for universities and funding organisations engaging in community-based research and development through partnerships, specifically in contexts of disadvantage. Keywords: Participatory action learning and action research, PALAR, community development, community engagement, community partnerships, disadvantaged communities, higher education.",8,"Interventions: Participatory action research carried out jointly by university researchers and local communities. Region: Africa Evidence type: participatory research Confirm: Nina Kaur","Africa","Australia,South Africa,community-university partnership"]
["Learning to make change: Developing innovation competence for recreating the African university of the 21st century",2006,"https://www.mendeley.com/catalogue/ad519e9f-5693-3b1c-899a-18f4ad86b245/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7Be58ea686-d195-4d0a-9742-2b4e7110c77e{\\%}7D","Kibwika, Paul","Learning to make change","This thesis describes and evaluates an experiment in transforming learning, research and consultancy in an African university, in the hope of making university research and training more innovative, and more able to influence wider processes of change in society. Current university education is oriented towards developing ‚Äúexperts‚Äù in specialised disciplines, but there is an increasing demand for the universities directly to influence change in development. Bridging a perceived gap between ‚Äúexperts‚Äù and ‚Äúchange makers‚Äù is at the core of what this thesis describes. Making change in society, it is argued, requires competences over and above technical expertise. These competences have to be learnt, and the learning starts with the university lecturers, hence the title of the thesis ‚ÄúLearning to make change‚Äù. The thesis specifically discusses a pilot programme in innovation competence development in the agriculture-related faculties of Makerere University in Uganda. This explains why the discussion in this thesis is focused on the agricultural context, but the application of the argument extends to other disciplines.",8,"Interventions: various interventions for promoting development-relevant innovations in universities Region: Africa Evidence type: case study Confirmed: Carol Reyes","Africa","Africa,change,competence,innovation,learning,relevance,university"]
["Mainstreaming local people's knowledge and implication for higher education in the South",2010,"https://www.ajol.info/index.php/sajhe/article/view/50258","Kolawole, O. D.","South African Journal of Higher Education","The essence of education is the enhancement of behavioural change through the acquisition of new knowledge, skills and attitudes by the learner, which invariably translates to individual and national progress. This article, therefore, sheds light on the development and utilisation of local people's knowledge systems/technologies with possible adaptation for teaching in Colleges and Universities in the South for the realisation of sustainable development. It specifically addresses contextual issues and processes involved in knowledge production through indigenous experimentation and innovation; emphasizes both in situ and ex situ preservation of knowledge; identifies social actors in (indigenous) knowledge production; proposes a model for incorporating IKS in the formal education system; and suggests that the knowledge generated by grassroots people should be documented, preserved and mode available in international centres for accessibilily by all stakeholders for possible adaptation. The article poses a challenge to the twenty first century knowledge producers and policy-makers on the importance of mainstreaming indigenous knowledge systems for the purpose of teaching in higher institutions to enhance sustainable human development. [ABSTRACT FROM AUTHOR]",8,"Interventions: development and utilization of local people's knowledge systems/technologies for the purpose of teaching in higher institutions to enhance sustainable human development Region: Africa Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Africa","Africa,Indigenous knowledge,Local knowledge"]
["The role of local knowledge in adaptation to climate change",2013,"https://onlinelibrary.wiley.com/doi/abs/10.1002/wcc.204","Naess, Lars Otto","Wiley Interdisciplinary Reviews: Climate Change","Evidence from recent research suggests that local knowledge may contribute to adaptation to climate change in a number of ways. At the same time, there are concerns over its relevance for future adaptation amidst other challenges. This article aims to shed light on some of the key potentials and challenges for the application of local knowledge for adaptation, drawing on recent studies as well as findings from semi-arid Tanzania. This article illustrates how the role of local knowledge at the local level is determined by interaction between informal and formal institutions at the local level. It suggests that assessments of the role of local knowledge for adaptation need to give more consideration to local power relations and the interaction with government strategies, while also addressing structural constraints to the use of local knowledge across scales. {\\textcopyright} 2012 John Wiley {\\&} Sons, Ltd..",8,"Interventions: use of local knowledge systems, climate change adaptation Region: Africa Evidence type: qualitative Confirm: Nina Kaur","Africa","Adaptation process,Africa,Tanzania,climate change"]
["Producing knowledge for sustainable development in Africa: Implications for higher education",2003,"https://www.jstor.org/stable/3447468","Okolie, Andrew C.","Higher Education","This article complements the critique of the development policies and practices implemented in Africa's local communities by African governments and international development agencies by linking them to a specific hegemonic form of knowledge and knowledge production which largely structures the way in which Africans, including African scholars, know development, Africa and the world. They often exclude, marginalize and inferiorize African traditions, knowledges and ways of knowing. With food policy making in Africa as a case, I examine how higher education is implicated in the process by which development knowledges are generated and become dominant in Africa as well as its consequences. Borrowing from critical theory I raise questions about which knowledges are promoted, privileged and become dominant and how. I argue that higher education in Africa should be rethought and restructured to better reflect the actual lived experiences of the vast majority of Africans. This requires that local communities, including their various segments, participate meaningfully in the generation of knowledge about their development to ensure the relevance and acceptance by the people of the policies and programs that these knowledges engender. Institutions of higher learning and research can do this by becoming true centres of critical inquiry into knowledges and ways of knowing, including non-hegemonic knowledges and ways of knowing in the West. They can facilitate this by creating spaces for the expropri-ation of what is suitable in modern science and technology and their re-articulation with elements of Africa's traditions, values, practices and relationship with nature in order to pursue development policies that are African-centred and sustainable.",8,"Interventions: use of local knowledge by HEIs Region: Africa Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Africa","Africa,Knowledge productions,international development agencies,local tradition and education"]
["An innovation systems perspective on strengthening agricultural education and training in sub-Saharan Africa",2008,"http://www.sciencedirect.com/science/article/pii/S0308521X08000358","Spielman, D. J.; Ekboir, J.; Davis, K.; Ochieng, C. M. O.","Agricultural Systems","This paper examines the role of postsecondary agricultural education and training (AET) in sub-SaharanAfrica in the context of the region's agricultural innovation systems. Specifically, the paper looks at howAET in sub-Saharan Africa can contribute to agricultural development by strengthening innovative capac-ity, or the ability of individuals and organisations to introduce new products and processes that aresocially or economically relevant, particularly with respect to smallholder farmers who represent thelargest group of agricultural producers in the region. The paper argues that while AET is conventionallyviewed in terms of its role in building human and scientific capital, its also has a vital role to play in build-ing the capacity of organisations and individuals to transmit and adapt new applications of existing infor-mation, new products and processes, and new organisational cultures and behaviours. The paperemphasizes the importance of improving AET systems by strengthening the innovative capabilities ofAET organisations and professionals; changing organisational cultures, behaviours, and incentives; andbuilding innovation networks and linkages. Specific recommendations in support of this include aligningthe mandates of AET organisations with national development aspirations by promoting new educationalprograms that are more strategically attuned to the different needs of society; inducing change in the cul-tures of AET organisations through the introduction of educational programs and linkages beyond the for-mal AET system; and strengthening individual and organisational capacity by improving the incentives toforge stronger linkages between AET and diverse user communities, knowledge sources, and privateindustry",8,"Interventions: aligning mandates of training and research organisations with national goals and policies; inducing change in the internal cultures of training nand research organisations; improving the incentives to forge stronger linkages between training/research organizations and diverse user communities and knowledge sources. Region: Africa Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Africa","Sub-Saharan Africa,agricultural education,innovation systems"]
["African higher education: opportunities for transformative change for sustainable development",2014,"https://www.aplu.org/library/african-higher-education-opportunities-for-transformative-change-for-sustainable-development","USAID","Association of Public and Landgrant Universities","This report seeks to provide USAID and other interested stakeholders with recommendations towards effecting positive transformation of Sub-Saharan African higher education ‚Äì at both the system and institutional levels. This work is based upon the premise that African higher education institutions are critical to sustainable human development on the continent, evidenced by numerous studies measuring higher education's contribution to economic growth and long-term benefits to society. This report deals with the full spectrum of African institutions of higher education, including public and private colleges, universities and polytechnics, which serve undergraduate and/or graduate students and have the authority to award certificates, diplomas and/or degrees. The",8,"Interventions: many Region: Africa Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Africa","Human capital,Sub-Saharan Africa,economic growth,sustainability"]
["Learning from a Small State's Experience: Acknowledging the Importance of Context in Implementing Learner-Centred Pedagogy",2015,"https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/6940","Di Biase, Rhonda","The International Education Journal: Comparative Perspectives","The challenges of implementing learner-centred pedagogies have been well documented, noting that many reform efforts fail to consider important contextual factors. With attention to the disparity between policy and practice, this study investigated the conditions under which teachers can enact learner-centred pedagogy in the Maldives using design-based research; a theoretically oriented, participatory methodology exploring practical solutions in real-world settings. Working collaboratively with teachers from an island school, a pedagogical intervention based on learner-centred principles, was designed to fit the Maldivian context. This article discusses the process of implementing the intervention, the challenges influencing its use, and the particular contextual factors impacting on learner-centred reform. Analyses of the research data and the reflection on the research process, highlight the importance of addressing the particularities of small states in the development of educational interventions and reinforces the need for close attention to contextual factors within reform efforts.",8,"Interventions: paying close attention to contextual factors; learner-centered educational reforms Region: Asia Evidence type: participatory research Confirmed Ciara","Asia","Asia,Maldives,context,design-based research,education reform,implementation,learner-centred pedagogy,participatory research"]
["Indigenous knowledge within a global knowledge system",2005,"https://link.springer.com/article/10.1057%2Fpalgrave.hep.8300092","Durie, Mason","Higher Education Policy","Faced with globalizing forces that promote universal approaches to knowledge and understanding, indigenous peoples have reacted by abandoning the old ways or alternately seeking to re-discover ancient wisdoms as foundations for pathways to the future. Increasingly, however, a third way has been to focus on the interface between indigenous knowledge and other knowledge systems, such as science, to generate new insights, built from two systems. The interface approach recognizes the distinctiveness of different knowledge systems, but sees opportunities for employing aspects of both so that dual benefits can be realized and indigenous worldviews can be matched with contemporary realities. {\\textcopyright} 2005 International Association of Universities.",8,"Interventions: using indigenous knowledge in teaching and research Region: Asia Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Asia","Globalization,Indigenous,Interface,Knowledge,North America,Research,Science"]
["Linking academic and local knowledge: community-based research and service learning for sustainable rural development in Hungary",2009,"https://www.sciencedirect.com/science/article/abs/pii/S0959652609000730","Bodorkós, Barbara; Pataki, György","Journal of Cleaner Production","Discussions about the potential role of academic and research institutions in regional sustainability initiatives (RSIs) inevitably raise the issue of the role of science in society in general. In democratic societies, it can be argued that science-society relationships should be based on establishing and institutionalizing mutual dialogues, making public concerns not only visible but the public as equal partner. In order to fulfil the social responsibilities of academic institutions involved in RSIs through establishing dialogues with diverse stakeholders, a possible methodology is conducting participatory action research (PAR) combined with the educational model of service learning. The PAR project reported here aims at facilitating a bottom-up, micro-region level sustainability planning and development process in one of the most socio-economically disadvantaged rural areas of north-east Hungary. Some of the main results of this university-community partnership were its contribution to sustainability, including the activation of local capabilities and networking across various local stakeholder groups through various small-scale projects and the co-production of a socially grounded and landscape-based rural development plan for the micro-region. {\\textcopyright} 2009 Elsevier Ltd. All rights reserved.",8,"Interventions: community-based research, service learning Region: E&E Evidence type: participatory research Confirm: Nina Kaur","Europe and Eurasia","Community-based research,Europe {\\&} Eurasia,Participatory action research,Science shop,Service learning,Sustainable rural development"]
["Curating knowledge, creating change: University Knowledge Center, Kosovo national transition",2020,"https://journals.sagepub.com/doi/abs/10.1177/0340035219883897","Somerville, Mary M.; Mirjamdotter, Anita; Harjizi, Edmond; Sayyad-Abdi, Elham; Gibney, Michele; Bruce, Christine; Stoodley, Ian","IFLA Journal","A collaborative system design initiative at the University for Business and Technology in Kosovo aims to make local knowledge visible and to enhance local knowledge creation, within the university and throughout the country. Since its inception in 2015, design activities aimed to activate systems through modeling the global knowledge landscape, technology enabled systems, and human activity processes. Within the framework of Informed Systems, application of Informed Learning Theory and Information Experience Design (IXD) guided prototyping systems that informed building an institutional repository named the UBT Knowledge Center. The knowledge vision anticipates that sustained curation, organization, discovery, access, and usage processes will accelerate academic engagement, national development, and global visibility, over time and with practice to further theory-to-practice and practice-to-theory.",8,"Interventions: local knowledge creation and curation Region: E&E Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Europe and Eurasia","19 september 2019,8 april 2019,accepted,co-design,information experience design,informed learning,informed systems,kosovo,soft systems design,submitted,university for business and"]
["An Integrated Conception of Development",2018,"http://link-springer-com-443.webvpn.fjmu.edu.cn/chapter/10.1007%2F978-3-319-64152-2_2","Arocena, Rodrigo; Göransson, Bo; Sutz, Judith",null,"The concept of development and how it has been interpreted by different schools of thought in the developmental discourse are discussed. For that a sequential analytical model is proposed that considers values, facts, trends, and policies as a coherent whole. The model features four approaches and their interlinkages: the normative, the factual, the prospective, and the propositional approaches. The normative notion of Sustainable Human Development is summarized. The core of the factual and prospective approaches is the increasing role of knowledge as a main resource in power relations. Advanced knowledge becomes directly related to inequalities and even to social exclusion. Consequently, democratization of knowledge appears as a main component in the propositional approach.",8,"Interventions: developmental university Region: developing countries Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Global"]
["The role of universities in innovation systems in developing countries: Developmental university systems -empirical, analytical and normative perspectives","Handbook of Innovation Systems and Developing Countries: Building Domestic Capabilities in a Global Setting (Edited by Bengt-Ake Lundvall, K.J. Joseph, Cristina Chaminade and Jan Vang)","https://dx.doi.org/10.4337/9781849803427.00019","Brundenius, Claes; Lundvall, Bengt-Åke; Sutz, Judith","Handbook of Innovation Systems and Developing Countries: Building Domestic Capabilities in a Global Setting (Edited by Bengt-Ake Lundvall, K.J. Joseph, Cristina Chaminade and Jan Vang)","It has become almost trivial to assert that in the knowledge society universities are important institutions. This consensus notwithstanding, questions such as in what sense and for whom those institutions are important, are far from receiving unanimous answers. Should the major function be to promote higher education in order to serve all sectors of society or should the emphasis be to engage in research, and what are the relationships between the two types of activities? And what should a ‚Äòthird mission' encompass: a broad interaction with society or just an interaction with the business sector aiming at promoting technical innovation in high technology? Debates are particularly entangled in developing countries, partly due to a strong presence of international advice alongside the positions held by local actors, and partly due to the level of the challenges that such countries and their universities are facing. Both in the developed and the developing countries the main emphasis is now on how universities may serve industry through direct flows of information from ongoing research. But it is obvious that universities contribute to economic growth and development through other mechanisms, not least through the flow of graduates into the labor market.",8,"Interventions: developmental university, innovation Region: developing countries Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Global","Developing countries,Labour market,Universities,business,higher education,industry,research"]
["Universities and the post-2015 development agenda: an analytical framework",2016,"https://link.springer.com/article/10.1007/s10734-016-0035-7","McCowan, Tristan","Higher Education","Higher education is increasingly acknowledged by national governments and international agencies as a key driver of development, and systems are expanding rapidly in response to rising demand. Moreover, universities have been attributed a central role in the post-2015 development agenda and the achievement of the sustainable development goals. Yet questions of institutional models and their differential impact on society have not received sufficient attention. This paper presents an analysis of the ‚Äòanatomy' of the university in order to identify the salient changes in the institution across time and location in relation to knowledge and relationships with society. A framework is proposed structured around three key dimensions: first, ‚Äòvalue'‚Äîthe extent to which knowledge is treated as intrinsically or instrumentally worthwhile; second, ‚Äòfunction'‚Äîthe role of the university in terms of storage, transmission, production or application of knowledge; third, ‚Äòinteraction'‚Äîthe flow of ideas and actors between the university and society. This analytical framework is then utilised to assess two dominant tendencies in global higher education: commodification and unbundling. Finally, implications are drawn out for universities' potential impact on development in low- and middle-income countries in the context of these contemporary trends.",8,"Interventions: developmental university Region: developing countries Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Global","Commodification,Higher education policy,International development,International organisations,Unbundling,sustainability"]
["The University as Engine of Development?",2018,"https://journals.sfu.ca/pie/index.php/pie/article/view/1057","McCowan, Tristan","Philosophical Inquiry in Education","Higher education is well placed to drive development, both in terms of the economy and society more broadly speaking. Universities should be socially engaged institutions, producing graduates who have the necessary knowledge, skills, experience and self-confidence to not only make a good living for themselves and their families, but to also make life better for their communities and the rest of society. A holistic, integrated approach to student development is central to the achievement of each of these goals, because it can play a role to aid the academic project, and to promote a sense of civic responsibility.",8,"Interventions: developmental university Region: developing countries Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Global","College Students,Community Involvement,Educational Development,Higher Education,Models,Sustainable Development,Universities"]
["The Developmental University",2019,"https://www.palgrave.com/gp/book/9783030195960","McCowan, Tristan","Higher Education for and beyond the Sustainable Development Goals","This chapter outlines the model of university that provides the best fit with the role proposed in the SDGs. The developmental university emerged in Africa in the post-independence period, but has its roots in the nineteenth-century land grant institutions in the USA, with other antecedents in Latin America. It has four primary characteristics: service to society, egalitarianism, non-academic impact and application of knowledge. Examples of developmental universities in practice are discussed, including the University for Development Studies (UDS) in Ghana, and the ‚Äòthematic' federal universities in Brazil. Finally, the challenges facing these institutions are assessed, including resource constraints and the possible encroachment on autonomy from the close relationship with the state.",8,"Interventions: development university Region: Africa, LAC Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Global","Brazil,Ghana,LAC,Sustainable development goals,University for Development Studies (UDS)"]
["The Impact of tertiary education on development: A rigorous literature review",2014,"https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Tertiary%20education%202014%20Oketch%20report.pdf?ver=2014-06-24-161044-887","Oketch, Moses; McCowan, Tristan; Schendel, Rebecca; With Bangpan, Mukdarut; Terano, Mayumi; Marston, Alison; Rawal, Shenila; Carpentier, Vincent; Furniss, Graham; Huttly, Sharon; McMahon, Walter; Oliver, Sandy; Prasadam-Halls, Ben; Temple, Paul; Unterhalter, Elaine",null,"After a long period in which the international development community has placed emphasis on primary education, there is now renewed interest in tertiary education (TE). However, the extent and nature of the impact of TE on development remains unclear. This rigorous review seeks to address this question in the context of low- and lower-middle- income countries (LLMICs). Overall, while there is a large body of literature on TE in LLMICs, the majority of studies focus on the characteristics of TE systems and institutions, or on the short-term effects of interventions (for example, on policy and funding arrangements). We found relatively few studies that sought evidence of the broader impact of TE on development in LLMICs. A conceptual framework was developed in order to structure the review of literature. Drawing on theories relating TE to human capital development, endogenous development, capabilities and institutional growth, multiple potential pathways to impact were identified. These pathways lead to improvements in five forms of outcome: earnings, productivity, technological transfer, capabilities and institutions.",8,"Interventions: development university Region: Africa, Asia, LAC, MENA Evidence type: systematic review of literature Confirmed: Carol Reyes","Global","Institutions,Low- and middle-income countries,Tertiary education,development,funding,institutions,low-and-middle income countries,policy,primary education,tertiary education"]
["Linking universities to communities: The case of EARTH University",2016,"https://repository.ruforum.org/documents/linking-universities-communities-case-earth-university","Sherrard, D.","EARTH University","This paper shares the approach and experiences of EARTH University in reorienting university curriculum and training approaches that embed strong engagement between a university and communities to not only train a cadre of highly motivated and practical graduates but foster community transformation. The EARTH University approach involves four experiential learning courses: Work Experience, the Entrepreneurial Projects program-a unique student entrepreneurship course in which students open a real business, service learning in the Community Development Program, and an Internship Program. R{\\'{e}}sum{\\'{e}} Cet article partage l'approche et les exp{\\'{e}}riences de l'Universit{\\'{e}} EARTH en r{\\'{e}}orientant les approches p{\\'{e}}dagogiques de l'universit{\\'{e}} et de formation qui int{\\`{e}}grent une forte coop{\\'{e}}ration entre une universit{\\'{e}} et les communaut{\\'{e}}s {\\`{a}} former non seulement un groupe de dipl{\\^{o}}m{\\'{e}}s tr{\\`{e}}s motiv{\\'{e}}s et pratiques, mais la transformation de la communaut{\\'{e}} d'accueil. L'approche de l'Universit{\\'{e}} EARTH comprend quatre cours d'apprentissage exp{\\'{e}}rientiel: l'exp{\\'{e}}rience professionnelle, les projets de programme entrepreneurial-un cours d'entrepreneuriat d'{\\'{e}}tudiant unique dans lequel les {\\'{e}}tudiants ouvrent une v{\\'{e}}ritable entreprise, le service d'apprentissage dans le programme de d{\\'{e}}veloppement communautaire, et un programme de stages.",8,"Interventions: experiential learning, community engagement, entrepreneurship training Region: LAC, Africa Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Global","Community engagement,EARTH,entrepreneurship,experiential learning"]
["Embracing interculturality and Indigenous knowledge in Latin American higher education",2020,"https://www.tandfonline.com/doi/abs/10.1080/03057925.2020.1766350?journalCode=ccom20","Cortina, Regina; Earl, Amanda","Compare","This article uses Southern theories to analyse education programmes in Latin America that promote Indigenous knowledges and languages at the university level. Applying de Sousa Santos' concepts of ‚Äòpluriversity' and ‚Äòsubversity' to four cases of programme models, in Mexico, Colombia, Ecuador, and one regional network, the authors describe the possibilities of such programmes to decentre Eurocentric knowledge hierarchies and contribute to the social opening of the university. To advance equitable and epistemically just curricula and programming, Indigenous and intercultural university models will have to overcome the challenges of implementing their programmes within the larger context of Eurocentric rationales and universalising global education models.",8,"Interventions: HEIs in Latin America must provide decolonising curriculum Region: LAC Evidence type: qualitative Confirm: Nina Kaur","Latin America and the Caribbean","Critical sociology,Indigenous knowledge,LAC,Latin America,comparative education,higher education"]
["Universities as the engine of economic growth: Insights from developing the First Industry‚Äì Higher Education Clusters in El Salvador",2017,"https://files.eric.ed.gov/fulltext/ED582377.pdf","Navarro, Richard; Barbarasa, Estera; Thakkar, Ami","RTI International","We explore the recent undertaking in El Salvador to establish the country's first industry‚Äì higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agro -industry and food processing. T hese clusters take a systems approach to aligning higher education institutions (HEIs) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Fina lly, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-l evel economic benefits.",8,"Interventions: industry clusters Region: LAC Evidence type: case study Confirm: Nina Kaur","Latin America and the Caribbean","El Salvador,LAC,Private Sector,economic development"]
["A descriptive assessment of higher education access, participation, equity, and disparity in Ghana",2013,"https://journals.sagepub.com/doi/full/10.1177/2158244013497725","Atuahene, Francis; Owusu-Ansah, Anthony","SAGE Open","Since independence, Ghana has comparatively distinguished itself among many Sub-Saharan African (SSA) countries in its educational developments. Tertiary education in Ghana over the past decade has witnessed tremendous growth in various frontages-increased access and participation, relative expansion of academic facilities, a growing private sector, and most importantly, a transformative policy environment. Despite these overwhelming developments, there remain inequalities in the higher education system in Ghana: access has not been broadened to include all social groups. Available data suggest unequal participation among women, minorities, individuals from low socioeconomic backgrounds, and spatial-based disparities. Using enrollment data from universities, policy document from the Ministry of Education, and the National Council for Tertiary Education in Ghana, and academic research reports, the authors provide descriptive and critical analyses of the structures of inequalities and disparities in higher education in Ghana. The authors argue that in spite of the massive developments over the years, there exist accessibility and participation gap with respect to students' socioeconomic status, gender, regions of origin, and the type and location of secondary schools attended. {\\textcopyright} The Author(s) 2013.",9,"Interventions: policies to reduce disparities based on gender, location, minorities, and individuals from low socioeconomic backgrounds. Region: Africa Evidence type: quantitative Confirm: Nina Kaur","Africa","Africa,Disparity,Equity,Ghana,Higher education access,Participation"]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan",null,"Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:",9,"Interventions: gender sensitive budget and many Many! Region: Africa Evidence type: qualitative Confirmed: Carol Reyes","Africa","Africa,Change management,Egypt,Ghana,Kenya,Madagascar,Mozambique,Nigeria,South Africa,Tanzania,Uganda,innovation,technolog,transformative learning"]
["A bridge to the future: From higher education to employment for displaced youth in Africa",2019,"https://mastercardfdn.org/wp-content/uploads/2019/11/Mastercard-foundation-A-bridge-to-the-future.pdf","Lowe, Sophia","World University Service of Canada for Mastercard Foundation","The Mastercard Foundation commissioned World University Services of Canada, to conduct a mapping study of bridging programs in Ethiopia, Nigeria, Uganda, and Kenya, that support access to higher education and employment opportunities for displaced youth, refugees, and internally displaced persons. This mapping study, A Bridge to the Future: From Higher Education to Employment for Displaced Youth in Africa, examines the complex relationship between displacement, education, employment, and policies that impact access to education. Insights from the study will inform the Mastercard Foundation Scholars Program approach to higher education opportunities for displaced youth.",9,"Interventions: bridging programs for displaced youth, refugees, and internally displaced persons Region: Africa Evidence type: qualitative Confirm: Nina Kaur","Africa","Africa,Education in crisis and conflict,Education policy,Ethiopia,Kenya,Nigeria,Uganda,access,bridge programs,displaced youth,employment,youth employment"]
["Inclusion of students with disabilities in formal vocational education programs in Ethiopia",2015,"https://eric.ed.gov/?id=EJ1094820","Malle, Abebe Yehualawork; Pirttimaa, Raija; Saloviita, Timo","International Journal of Special Education","In Ethiopia, individuals with disabilities have limited access to educational and vocational training opportunities. This study investigates prevailing challenges and opportunities for the participation of students with disabilities in vocational education programs in Ethiopia. Data for the study were gathered from the five biggest regions out of the 11 in the country by selecting two colleges of technical and vocational education from each region. A total of 110 trainers and 28 students with disabilities from the selected colleges completed the questionnaire. In addition, 30 regional and college-level administrators were interviewed. Finally, all 10 colleges were evaluated through direct observation in terms of the accessibility of their physical environments. The results revealed significant barriers that limited full participation of students with disabilities, such as lack of adaptive educational materials and facilities, lack of trained trainers, and systematic exclusion of students with disabilities. The results are discussed with a focus on the need for continued improvement of vocational and technical education considering international and national strategies that endorse the rights of people with disabilities. In",9,"Interventions: accessibility for students with disabilities Region: Africa Evidence type: qualitative Confirm: Nina Kaur","Africa","Ethiopia,disabilites,educational and vocational training"]
["Equity and equality in access to higher education: The experiences of students with disabilities in Tanzania",2011,"https://journals.sagepub.com/doi/abs/10.2304/rcie.2011.6.4.415","Mwaipopo, Rosemarie Nyigulila; Lihamba, Amandina; Njewele, Delphine Cosmas","Research in Comparative and International Education","Social development policies in Tanzania are exemplary in terms of their recognition of the rights of access to higher education institutions by specific demographic groups. Policy documents such as the 2005 National Strategy for Growth and Reduction of Poverty (known as the MKUKUTA) and the 2004 National Policy on Disability emphasise this necessity and outline the government's commitment to ensure that people who are socially disadvantaged, including those with disabilities, can equally access higher education. The process through which this is achieved is, however, less explicit and is therefore difficult to measure in relation to what students with disabilities actually experience as they not only pursue, but also experience higher education. Using both qualitative and quantitative data, this article analyses the process of access into higher education institutions and outcomes in terms of representation in higher education institutions by students with disabilities. In doing so, it seeks to explore the meaning and outcomes of policies related to higher education institutions in Tanzania in terms of their stated equality ideals and achievements in practice.",9,"Interventions: inclusive education policy; disability mainstreaming; affirrmative action; financial support; accessible infrastructure Region: Africa Evidence type: mixed methods Confirm: Nina Kaur","Africa","AFR,MKUKUTA,Tanzania,access to higher education,disabilites"]
["Female participation in Technical, Vocational Education and Training Institutions (TVET) subsector: The Kenyan experience",2017,"https://iiste.org/Journals/index.php/PPAR/article/view/36735","Ngugi, M.; Muthima, P.","Public Policy and Administration Research","Economists widely agree that there is a high positive relationship between education and development. This relationship is even more pronounced when women receive education as it not only benefits them but also all those they nurture. Despite the progress made over the last decade in enhancing access, equity, retention, quality, completion rates and gender parity in education and training in Kenya, the Technical, Vocational, and Education Training (TVET) subsector continues to experience low female enrolment in Science, Technology, Engineering and Mathematics (STEM) based courses. This paper is a desk-review focusing on establishing the status of female participation in TVET and factors contributing to the prevailing status-quo. The paper recommends that encouraging and supporting fair and equal opportunities for girls and boys to perform in TVET-related subjects at school would translate to more girls and women in TVET fields of study and even to the world of work. There is also need for the educators to use more gender-responsive approaches at all levels of education; increase role models such as more female teachers and attach young female scholars to practicing women engineers in the country. At policy level, gender responsive strategies such as having a certain percentage of girls being admitted and encouraged to do technical-based subjects in form one every year are some of the interventions that may help shield this vulnerable group from persistent exclusion from TVET education.",9,"Interventions: exposing girls TVET-related subjects in secondary school and other measures Region: Africa Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Africa","Africa,Kenya,female participation,inequality,stem,tvet"]
["Women's access and experience in higher education agricultural programs in Africa",2020,"https://www.tandfonline.com/doi/abs/10.1080/09540253.2018.1495832","Van Houweling, Emily; Christie, Maria Elisa; Rahim, Asha Abdel","Gender and Education","In Africa women are underrepresented in higher education (HE) agricultural programs, despite the fact that they make up half of the agricultural labor force. This article discusses the reasons for women's low enrollment in HE agricultural programs, focusing on socio-cultural norms and gendered perceptions of agriculture. Moving beyond access, it also explores the institutional culture and learning environment in HE agricultural programs. We argue that women often feel unsafe, uncomfortable, and isolated in these programs and that conservative socio-cultural norms, which discriminate against women in society and family life, also permeate institutions of HE. The data comes from a literature review, a Southern and Eastern Africa regional workshop, and focus groups and interviews conducted with faculty and students in South Sudan and Mozambique. We conclude with recommendations for increasing the number of women in agricultural programs and improving their experience.",9,"Interventions: various gender-related policies and practices, including sexual harassment policies, gender-sensitive curricula and teaching methods Region: Africa Evidence type: qualitative Confirm: Nina Kaur","Africa","Africa,Higher education,Mozambique,South Sudan,agriculture,gender,gender discrimination"]
["Assessing Cross Border Partnerships: Increasing the Quality and Relevance of Higher Education in Afghanistan",2018,"https://pdf.usaid.gov/pdf_docs/PA00T1DJ.pdf","Afghanistan Ministry of Education; FHI360","USAID","Assessment of 3 on-going cross-border partnerships between Afghan and U.S. universities. Three research questions: 1) What benefits have partners received? 2) How effective is their communication and how have they addressed the challenges in communication? 3)How have they addressed sustainability challenges, including gender issues and the current security environment?",9,"Interventions:¬†various measures to increase higher education access to youth and women, in particular; partnership with U.S. universities Region: Asia Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Asia","Afghanistan,Asia,Education in Crisis and Conflict,Education in crisis and conflict,Enrollment,Faculty,Gender Equity,Gender equity,Higher education,Partnerships,Security,Sustainability,Teachers,Underrepresented populations,partnerships"]
["Role of Distance Education in the Expansion of Female Education Higher Level in Pakistan Review",2010,"https://eric.ed.gov/?id=EJ886459","Malik, Sufiana K.","Turkish Online Journal of Distance Education","The present paper investigated the role of distance education in the expansion of educational facilities for female at higher level of education in Pakistan. The findings of the study report that distance education is playing a vital role in the expansion of female education at higher level as such female who, due to some personal or social compulsions are not able to attend regular institution/university in order to enhance their educational, distance education proves to be a blessing for such females. AIOU is the pioneer in provision of distance education in Pakistan and at present it is playing a significant role in provision of better higher education facilities, especially female are enjoying from these educational facilities as the system of AIOU is flexible enough for female and it provides them equal opportunity to uplift their educational status in spite of the different hurdles in the way of getting higher education without disturbing their family or personal problems. More incentives for female on the part of AIOU for getting higher education may increase the number of female students in AIOU programs of higher education in Pakistan.",9,"Interventions: open online university for women's access to higher education Region: Asia Evidence type: narrative or conceptual analysis of issue Confirmed Ciara Notes: No DOI or ISSN found","Asia","Asia,OAPA,Pakistan,allama iqbal open university,distance education at higher level,female"]
["Echidna Global Scholars Program girls' transitions to work through higher-quality TVET programs in Nepal",2019,"www.brookings.edu/echidna-global-scholars-program.","Paudel, Anil","Brookings Institution","Technical and vocational education and training (TVET) is widely considered an important tool in strengthening the school-to-work transition, reducing poverty, and achieving economic growth. However, significant barriers prevent girls in Nepal from realizing such opportunities. This paper, drawing from field research and desk review, identifies three major factors--education, the labor market, and social norms--underlying why girls are not able to leverage TVET to their advantage. Overall, an underemphasis and underinvestment in TVET by families, schools, government, and the private sector pose the greatest challenge to improving girls' participation in TVET and thus to girls' transitions to work. Based on my study and professional experience working to enhance the right of children to education, this paper provides policy recommendations for government, private sector, and nongovernmental organizations to improve girls' participation in TVET in order to improve their labor market outcomes and life prospects. The recommendations are concentrated in three different areas: improving girls' access\" to TVET programs, enabling their \"completion\" of TVET programs, and facilitating their \"transition\" to work. Increasing investment in TVET--along with creating a gender-transformative approach that enables females to participate more fully in both TVET programs and the labor market--would meaningfully help to realize the promises of education in Nepal.",9,"Interventions: Scholarships; TVET programs; TVET policy; reservation of public service jobs for women Region: Asia Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Asia","Asia,Center for Universal Education at Brookings,Echidna Global Scholars Program,Nepal,Policy Paper,STEM,South Asia,education,girls"]
["Addressing Inequality in Vocational Technical Education by Eliminating Gender Bias",2018,"https://www.researchgate.net/publication/329847171_Addressing_Inequality_in_Vocational_Technical_Education_by_Eliminating_Gender_Bias","GANEA, Eugenia; BODRUG-LUNGU, Valentina","Revista Romaneasca pentru Educatie Multidimensionala","The present publication is dedicated to the subject of gender-related inequalities in vocational/technical education and how these are influenced by social norms and gender bias. The research problem is determined by the need to develop a theoretical and methodological support for the teaching staff and for other actors responsible for policies on vocational/technical education. The objectives of the research are to discuss the role played by vocational schools as ``fuels{\\{}''{\\}} for the labor market, develop gender-sensitive competences of teachers in secondary vocational/technical education, eliminate gender bias in the education and teaching process, create a gender-sensitive environment in vocational/technical schools. This opportunity is directly related to the reform of the vocational education system and national policies on gender equality in Moldova. Results: it was confirmed that teachers in vocational/technical schools are important actors capable to educate or to influence the education process by adopting gender-sensitive practices and methodological approaches aimed at reducing inequalities and challenges faced by girls in various circumstances in vocational/technical schools. The teaching methods and practices should be based on gender theories, while school policies should promote equal opportunities for girls and boys, and eliminate gender bias in the teaching and education process. Analysis of macro-systemic elements (curriculum, didactic materials, textbooks), as well as microsystem analysis at the level of the training units (pupils` and students' opinions, teachers' opinions) is an important step for understanding gender disparities and reasons that perpetuate gender inequalities in education, and later-at work and in society at large.",9,"Interventions: gender mainstreaming Region: E&E Evidence type: qualitative Confirm: Nina Kaur","Europe and Eurasia","Technical Education,gender equality policies,gender inequalities in education,vocational education"]
["How effective are different approaches to higher education provision in increasing access, quality and completion for students in developing countries? Does this differ by gender of students? Systematic review i",2013,"http://eppi.ioe.ac.uk/","Clifford, Megan; Miller, Trey; Stasz, Cathy; Goldman, Charles; Sam, Cecile; Kumar, Krishna","RAND Corporation","How to effectively increase access to and quality in higher education in developing countries is a highly debated topic. There is no consensus as to what policies or provisions best increase access to higher education, nor is there a firm understanding of how each form or provision or policy impacts the quality of higher education. Empirical evidence on these issues is also lacking. Moreover, while a large body of literature on the implementation of such policies and provisions exists for the developed world, little evidence exists for the developing world, resulting in a comparative dearth of literature that analyses the impact of such policies or provisions for developing nations. Although the identified studies failed to reach a firm consensus on the policies most effective for increasing access to and the quality of higher education, several of them nonetheless demonstrated positive effects for the interventions studied. Moreover, while many studies lacked evidence on how these outcomes varied by gender, several did address this issue and highlighted key areas of concern for improving not only access to and the quality of higher education, but for promoting equity as well. We find positive effects for affirmative action in increasing access for targeted subgroups but also noted that these policies may have unintended negative consequences. Financial programmes and policies such as fee-sharing, dual-track tuition policies and different types of student loans may also positively increase access to higher education while shifting some portion of the costs of higher education from the government to the student. Careful consideration, however, must be taken to formulate the right mix of policies to ensure access to lower income students. The cost of such programmes and their long-term sustainability must also be taken into account. We find little evidence for the impact of cross-border and transnational provision and TVET in increasing access to and the quality of higher education. A few randomised trials of vocational education programmes, however, did show significant gains to lower-income women who participated.",9,"Interventions: many Region: Africa, Asia, LAC, MENA, E&E Evidence type: systematic review of literature Confirm: Nina Kaur","Global","Education policy,Global guidance,gender discrimination,gender inequalities in education"]
["Understanding the factors that affect female enrollment and retention in collegiate STEM programs",2015,"https://ieeexplore.ieee.org/document/7060023","Edzie, Rosemary; Alahmad, Alan; Alahmad, Mahmoud","2015 IEEE 8th GCC Conference and Exhibition, GCCCE 2015","There is an ongoing concern over too few females enrolling and persisting in collegiate science, technology, engineering, and mathematics (STEM) degree programs. To address this issue three studies were carried out (1) an investigation of the factors that influence females to enroll in collegiate STEM programs so that more effective outreach can occur, (2) an analysis of changes in female self-efficacy and its relation to class performance, (3) an exploration of student learning styles. The three studies concluded respectively that female enrollment and persistence in STEM programs is greatly influenced by pre-collegiate exposure to career pathways in STEM, personal self-efficacy as it relates to STEM programs, and access to a curriculum program that integrates sensing, visual and sequential learning styles.",9,"Interventions: pre- collegiate exposure to career pathways in STEM, Curricula that integrate sensing, visual and sequential learning styles Region: North America Evidence type: qualitative Confirm: Nina Kaur","Global","STEM education,females in STEM,learning styles,self-efficacy"]
["Pathways to higher education: A Ford Foundation global initiative for promoting inclusiveness in higher education",2008,"www.fordifp.net","Ford Foundation",null,"DESPITE A MASSIVE INCREASE IN HIGHER EDUCATION ENROLLMENTS AROUND THE WORLD, the student body in most higher education institutions does not begin to represent the demographics of their countries. In 2001 The Ford Foundation launched a {\\$}50 million, ten-year global initiative, Pathways to Higher Education, to support efforts that transform higher education institutions outside the United States to enable greater numbers of poor, minority, or otherwise underrepresented students to obtain a university degree. Pathways supports more than 125 higher education institutions across the world that are working to transform their policies, classroom practices, missions, curricula, and daily operations so that more students from marginalized groups enter and graduate from universities. Higher education institutions and research groups are also supported through Pathways to build knowledge about the numbers and characteristics of underrepresented populations, and the nature of the barriers they face to pursuing higher education degrees. Because the social and political contexts of marginalized peoples, while linked by the common experiences of exclusion, are distinct, Pathways takes a unique shape in each of the countries. Pathways requires a rigorous process of demonstrating commitment to traditionally excluded students on the part of the higher education institution. Each institution seeks: 1. Increases in their admission, matriculation and graduation rates 2. Broader higher education admission policies and practices 3. Better academic and social supports 4. Changes in the institutional climate to foster inclusiveness 5. Faculty diversity and faculty training in culturally competent teaching methods 6. Curriculum transformation, including new courses and delivery methods 7. Increased awareness of and a growing willingness to develop mechanisms to improve opportunities for underrepresented students.",9,"Interventions: services for first generation and indigenous students, affirmative action, scholarships, support and career centers, and other services and policies to make higher education more inclusive Region: Africa, Asia, LAC, MENA Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Global","Asia,Brazil,Chile,China,Curriculum Development,Education policy,LAC,Mexico,Peru,Philippines,Vinetnam,marginalized populations,pathways to higher education"]
["Closing the achievement gap in a large introductory course by balancing reduced In-person contact with increased course structure",2019,"https://www.lifescied.org/doi/10.1187/cbe.18-08-0153","Gavassa, Sat; Benabentos, Rocio; Kravec, Marcy; Collins, Timothy; Eddy, Sarah","CBE-Life Sciences Education","Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100{\\%} online) and a hybrid-and-flipped course (50{\\%} online 50{\\%} face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced.",9,"Interventions: distance learning; blended learning Region: North America Evidence type: quantitative quasi-experiment Confirmed Ciara","Global","Hispanic serving institutions,Hybrid learning,North America,Online education,blended learning,distance learning,hybrid online education"]
["Student finance policies worldwide: Leveraging funding for attainment and equity in higher education",2019,"https://www.acenet.edu/Documents/Student-Finance-Policies-Worldwide.pdf","Gayardon, Ariane De; Brajkovic, Lucia","American Council on Education","This report analyzes national-level higher education financing approaches for a diverse set of countries world- wide, and how each approach relates to equity and attainment. This analysis provides a frame of reference for policymakers to use appropriate funding policies to improve equity and ensure completion. The report begins with an analysis of cost-sharing funding approaches‚Äîpolicies that determine who pays for higher education. We break national funding policies worldwide into four categories: 1) free tuition (both open and restricted access), 2) low tuition fees, 3) high tuition fees supported by loan schemes (mortgage-style and income-contingent), and 4) dual-track policies. We then turn to funding approaches designed to improve equity or foster completion and discuss whether these approaches are working. Throughout the report, we draw on examples from many different national systems and look for patterns linking these policies to equity and attainment outcomes for students. In the conclusion, we consider the future of these policies worldwide and how governments can best use limited resources to ensure that disadvantaged students not only enroll in universities but also complete their degrees.",9,"Interventions: various student-level programs and institution-level policies for student finance Region: global Evidence type: narrative or conceptual analysis of issue Confirmed: Carol Reyes","Global","Equity,Funding,National policy,access to higher education,attainment,free tuition,student loans"]
["Higher Education for Refugees in Low Resource Environments: Research Study",2016,"https://www.jigsawconsult.com/stories/15-higher-education-for-refugees","Gladwell, C.; Hollow, D.; Robinson, A.; Norman, B.; Bowerman, E.; Mitchell, J.; Floremont, F.; Hutchinson, P.","Jigsaw Consult","The research study provides an in-depth perspective on camp-based and urban programmes, based on extensive fieldwork. This included eight field visits to 15 refugee higher education programmes, in-person interviews with 303 refugee students, outcome stars with 119 students, and interviews (both in-person and distance-based) with 138 programme staff and sector experts. The analysis of the research study is structured around five thematic areas: accessibility and participation, academia and organisational structure, technology, pedagogy, and impact and future. Key learning points are provided for each of these themes, alongside overall lessons for the sector and 'good practice principles' to guide effective programme implementation. The research seeks to prioritise the voices of refugee students throughout. We hope that these reports provide a useful contribution to all those working in the sector. The research was conducted in partnership with Refugee Support Network and was generously funded by an anonymous foundation.",9,"Interventions: Many! In-person, blended, virtual, and third-country based learning platforms for refugees Region: Africa, Asia, MENA Evidence type: qualitative Confirmed Ciara","Global","Africa,Asia,Global guidance,In-person,Jordan,Kenya,Lebanon,MENA,Malawi,Myanmar,Thailand,blended,platforms for refugees,third-country based learning,virtual"]
["Panel: Increasing female enrollment and retention for computing degrees",2019,"https://dl.acm.org/doi/abs/10.1145/3349266.3351397","Greenberg, Hollis; Bogaard, Dan; Jin, Karen; Zhang, Chi","SIGITE 2019 - Proceedings of the 20th Annual Conference on Information Technology Education","Many technology classrooms see a disparity everyday with the numbers of men and women grossly uneven. As society realizes that more women need to be recruited into math, science and technology jobs, how do we convince young women that these are good careers for them? This panel will discuss initiatives at various universities aiming to recruit and retain female students. We hope to provoke a thoughtful exchange of ideas to help the technology field become a techie-dominated field, instead of a male-dominated field.",9,"Interventions: many to increase female enrollment and retention Region: North America Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Global","Computing degrees,Female enrollment and retention,STEM majors,female retention"]
["Exploring the retention and success of students with disability in Australian higher education",2017,"https://www.tandfonline.com/doi/abs/10.1080/13603116.2016.1251980","Kilpatrick, S.; Johns, S.; Barnes, R.; Fischer, S.; McLennan, D.; Magnussen, K.","International Journal of Inclusive Education","The proportion of higher education students with disability is increasing. We know there is institutional variation in retention and performance of higher education students with disability, and there is a need to understand the reasons for this. This exploratory national study examines supports and adjustments provided by universities, including the role of disability practitioners, influence retention and performance of students with disability. The study uses a mixed-methods approach. National equity retention and performance data are analysed by higher education institution. Qualitative data on institutional policies and practices collected from a purposive sample of Australian higher education institutions are then analysed. Findings from the study include identification of factors linked to retention and performance of students with disability, including different types of disability.",9,"Interventions: various policies and supports provided by universities, including disability practitioners, to influence retention and performance of students with disability Region: North America Evidence type: mixed methods Confirm: Nina Kaur","Global","Students with disability,higher education,retention,student disabilites,success"]
["Education in Support of Social Transformation: Learning from the first five years of the MasterCard Foundation Scholars program",2016,"https://mastercardfdn.org/research/education-in-support-of-social-transformation/","MasterCard Foundation",null,"The MasterCard Foundation Scholars Program is the largest private scholarship program ever implemented for African youth. The Program is unique in supporting education at the secondary, tertiary and graduate levels, providing both financial support and a range of services and training such as mentoring, internships and leadership development. Through a network of university and NGO partners, the Program ensures that academically talented students from disadvantaged or marginalized communities are able to attend quality educational institutions, and can develop the knowledge and skills they need to join the next generation of ethical leaders. The vision of The MasterCard Foundation is that these young people will make a lasting impact in their communities and regions, ushering in a new era of equitable and inclusive prosperity. The Scholars Program was launched in 2012 with 12 implementing partners and an intent to support the education and leadership development of 15,000 young people. Since its launch, the Program has grown to encompass a partner network of 28 universities and education NGOs and has committed to support 35,000 talented students. The report, ‚ÄúEducation in Support of Social Transformation,‚Äù examines and describes early outcomes and learning from the first five years of the Scholars Program, drawing on the experiences of Scholars, partners and Foundation staff. Objectives examined in the report: 1. Is the Scholars Program providing quality education to talented, marginalized youth? 2. Is the Scholars Program fostering the skills and mindsets of Scholars as transformative leaders? 3. Are Scholars returning to their home countries and regions? 4. Are Scholars giving back and contributing to economies and societies on the continent? 5. Are Scholars satisfied with the Scholars Program? 6. Is the Scholars Program a catalyst for broader change within implementing institutions? Impacts of the Program: 1. The Foundation and its partners are successfully recruiting youth who meet the Scholars Program's criteria; 2. Elite universities are adopting new recruitment and selection approaches, and expanding the number of disadvantaged students they recruit from Africa; 3. Scholars are performing well academically; Satisfaction with the Scholars Program is very high; 4. A majority of tertiary Scholars studying abroad have, or intend to, return to Africa; 5. About half of the university graduates are employed; 81 percent found employment within two months or less. The remaining half of the university graduates have moved on to continue their education; 6. 85 percent of secondary school Scholars were able to transition to higher education after the Program, most commonly in STEM fields, and at equal rates among men and women; 7. Both secondary and tertiary Scholars are highly motivated to give back to their communities; a large majority of Scholar alumni regularly volunteer; and 8. Some Scholar alumni are already making a difference to their countries of origin through social ventures.",9,"Interventions: student loans from a private foundation Region: Africa, N. America, LAC, MENA, E&E Evidence type: program/project evaluation Confirm: Nina Kaur","Global","Africa,Scholarships,leadership programs,marginalized populations,marginalized youth,scholarship programs,youth development"]
["Three dimensions of equity of access to higher education",2016,"http://dx.doi.org/10.1080/03057925.2015.1043237","McCowan, Tristan","Compare","Concerns over equity of access to higher education are widespread, but there is significant disagreement over what should constitute a fair system. This article assesses diverse conceptualisations of equity and explores the ways in which they embody themselves in the policies of three systems, those of England, Brazil and Kenya. While showing significant disparities of income level and enrolment ratio, all three have made concerted efforts to expand higher education access, accompanied by increasing stratification in terms of the quality and prestige of institutions. Analysis of policy options and outcomes leads to a proposal of three principles for understanding equity of access: availability, accessibility and horizontality. The third of these principles addresses the little-acknowledged safeguard that disadvantaged students should not be confined to lower-quality institutions, while at the same time allowing for diversity of ethos and disciplinary focus.",9,"Interventions:¬† affirmative action; quota policy; HE funding models; loans; scholarships Region: Africa, LAC, E&E Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Global","Brazil,England,Kenya,access to higher education,equity,higher education policy,university admissions,widening participation"]
["Literature review: Higher education and development",2016,"www.norad.no","Ndaruhutse, Susy; Thompson, Stephen","Norwegian Agency for Development Cooperation (NORAD)","Sections on: 1. Trends in higher education prioritisation and financing 2. Rates of return analysis on how these have influenced higher education funding 3 Evidence on the role of universities in development 3.1 University partnerships 3.2 The role of universities in development 3.3 Linkages between higher education and development 3.4 The geography and power of knowledge 3.5 Gender and diversity in higher education and research 3.5 The role of higher education and research for the SDG agenda",9,"Interventions: many Region: developing countries Evidence type: narrative review of literature Confirm: Nina Kaur","Global","Global guidance,Higher education and development,Norad"]
["Students with Disabilities and Online Learning: A Cross-Institutional Study of Perceived Satisfaction with Accessibility Compliance and Services",2011,"http://dx.doi.org/10.1016/j.iheduc.2011.05.004","Roberts, Jodi B.; Crittenden, Laura A.; Crittenden, Jason C.","The Internet and Higher Education","Distance education has grown significantly over the past two decades, and the need to evaluate and enforce online course federal accessibility standards is gaining momentum among educators, students, and legislators. The purpose of this study was to determine if students with disabilities, who are enrolled in online courses, certifications, and degree programs, are satisfied with their respective institutions' accessibility and compliance services and with their ability to be academically successful in an online learning environment. The results of the study indicated that students with a disability perceive their disability to have a negative impact on their ability to succeed in online courses; however, the majority reported that their requests for accommodations were met. Recommendations on how institutions can take steps toward meeting all accessibility standards without sacrificing rigor and dynamic online course design are provided.",9,"Interventions: accommodation In online learning for students with disabilities Region: North America Evidence type: qualitative Confirmed Ciara","Global","Accessibility,Certification,Compliance,Distance education,Higher education,North America,Online learning,Students with disabilities,online education,student disabilites"]
["Student retention and engagement in higher education",2020,"https://doi.org/10.1080/0309877X.2019.1576860","Tight, Malcolm","Journal of Further and Higher Education","This article reports on a systematic review of research into student retention and student engagement in higher education (HE). It discusses the origins and meaning of these terms, their relation to each other, their application and practice, and the issues and critiques that have arisen. The two concepts are seen as alternative ways of seeing and researching the same underlying issue. While student engagement is a more recent focus for research, it has now overtaken student retention in importance. As the responsibility for the financing of HE has shifted from the state to the student, so the understanding of student retention and engagement has shifted from being the student's responsibility to that of the higher education institution (HEI).",9,"Interventions: student retention policies and programs Region: Africa, Asia, E&E, North America Evidence type: systematic review of literature Confirm: Nina Kaur","Global","higher education research,student engagement,student retention,systematic review"]
["Removing barriers to higher education in Chile: evaluation of peer effects and scholarships for test preparation | 3ie",2016,"https://www.3ieimpact.org/evidence-hub/publications/impact-evaluations/removing-barriers-higher-education-chile-evaluation","Banerjee, Abhijit; Duflo, Esther; Gallego, Francisco","International Initiative for Impact Evaluation (3ie)","This study by Banerjee, Duflo and Gallego evaluated the impact of providing scholarships to secondary school students from low- and middle-income households to help them attend high-quality training institutions to prepare for standardized entrance tests for college admission in Chile. The impact assessment was conducted over two years. In the first year, they found non-significant impact on the test scores and higher education entry. However, in the second year, there was significant impact recorded among students from low-performing schools. There were several school days lost due to student protests during this year. The study showed that the scholarships helped students use the training to substitute for preparation in school. It also found that the opportunities that high school students received affected their attitudes and opinions on increasing or decreasing public expenditure to subsidised higher education in Chile.",9,"Interventions: scholarships for test preparation secondary school students from low and middle income households to increase higher education enrollment Region: LAC Evidence type: randomized controlled trial Confirm: Nina Kaur","Latin America and the Caribbean","Chile,LAC,college acccess,exam"]
["Can student loans improve accessibility to higher education and student performance?: An impact study of the case of SOFES, Mexico",2004,"https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-3425","Canton, Erik; Blom, Andreas","The World Bank","Financial aid to students in tertiary education can contribute to human capital accumulation through two channels: increased enrollment and improved student performance. We analyze the quantitative importance of both channels in the context of a student loan program (SOFES) implemented at private universities in Mexico. With regard to the first channel, enrollment, results from the Mexican household survey indicate that financial support has a strong positive effect on university enrollment. Given completion of upper secondary education, the probability of entering higher education rises 24 percent. Two data sources are used to investigate the second channel, student performance. Administrative data provided by SOFES are analyzed using a regression-discontinuity design, and survey data enable us to perform a similar analysis using a different control group. Empirical results suggest that SOFES recipients show better academic performance than students without a credit from SOFES. However, the results cannot be interpreted as a purely causal impact of the student loan program, since the impacts also could reflect (self-) selection of students.",9,"Interventions: student loans Region: LAC Evidence type: quantitative quasi-experiment Confirmed: Carol Reyes","Latin America and the Caribbean","Barriers,Budgetary funding,LAC,Mexico,economic development,private universities,public universities,student loans"]
["The redistributive equity of affirmative action: Exploring the role of race, socioeconomic status, and gender in college admissions",2012,"http://dx.doi.org/10.1016/j.econedurev.2011.08.005","Francis, Andrew M.; Tannuri-Pianto, Maria","Economics of Education Review","This paper contributes to research on affirmative action by examining issues of equity in the context of racial quotas in Brazil. We study the experience of the University of Brasilia, which established racial quotas in 2004 reserving 20{\\%} of available admissions slots for students who self-identified as black. Based on university admissions data and a student survey conducted by the authors, we find evidence that race, socioeconomic status, and gender were considerable barriers to college attendance and achievement. For example, first-difference regressions involving pairs of siblings indicate that black identity and gender had a negative effect on entrance exam scores. Moreover, we compare displaced and displacing applicants and find that racial quotas helped promote equity to some extent. Nevertheless, the scale and scope of redistribution were highly limited, and the vast majority of Brazilians had little chance of attending college, suggesting that more still needs to be done. {\\textcopyright} 2011 Elsevier Ltd.",9,"Interventions: affirmative action Region: LAC Evidence type: quantitative quasi-experiment Confirm: Nina Kaur","Latin America and the Caribbean","Affirmative action,Brazil,Equity,Higher education"]
["Assessing the impact of a student loan program on time-to-degree: The Case of a program in Peru",2014,"http://files.pucp.edu.pe/departamento/economia/DDD375.pdf","García, Luis","Pontificia Universidad Católica del Perú","This paper evaluates the impact of a student loan program on time-to-degree for undergraduate students at a large university in Peru. The loans have been provided to low-income students who display satisfactory academic performance. The decision whether to apply for a loan depends on each student; therefore, simple regression analysis may fail to estimate the impact due to the problem of endogenous regresor. In this study, an instrumental variable approach is employed, and it is found that students with loans obtain their degrees more rapidly than similar students without loans.",9,"Interventions: student loans Region: LAC Evidence type: quantitative quasi-experiment Confirmed: Carol Reyes","Latin America and the Caribbean","Peru,student loans,time-to-degree"]
["Equity, Quality, and Variety of Higher Education",2017,"https://openknowledge.worldbank.org/handle/10986/26489","Haimovich Paz, Francisco","At a Crossroads: Higher Education in Latin America and the Caribbean","This chapter presents indicators of higher education quality, variety, and equity in the region and in individual countries. Access to higher education in Latin America and the Caribbean is, on average, four times more unequal than access to secondary education. Despite this tremendous inequality, there has been remarkable progress in the region in terms of expanding access to higher education to disadvantaged groups. In particular, we estimate that today, in comparison to 15 years ago, an additional 3 million young people belonging to the poorest 50 percent of the popu- lation have accessed higher education. The picture is less encouraging in terms of the quality of higher education. While measuring quality is extremely challenging, several indicators (including international academic rankings, per-student spending, and completion rates) suggest that the average quality in the region is moderate at best. On the other hand, the expansion in access to higher education was accom- panied by an increase in variety. In 15 years, the higher education landscape in the region has become much more diversified. Many countries have seen the enroll- ment in short-cycle programs double and, in some cases, triple. In Brazil and Colombia more than 15 percent of the students are enrolled in distance learning programs. However, in many countries of the region, graduates are concentrated in relatively few fields of study, with little variety relative to developed nations.",9,"Reviewer: JP Intervention(s): several indicators (including international academic rankings, per-student spending, and completion rates) Region: LAC Evidence type:¬†Narrative review of literature Confirm: Nina Kaur","Latin America and the Caribbean","Brazil,LAC,higher education indicators,success indicators"]
["Midterm performance evaluation of USAID Career Center activity",2018,"https://webcache.googleusercontent.com/search?q=cache:PSpBQvK35OwJ:https://banyanglobal.com/wp-content/uploads/2018/05/Deliverable-H_Banyan-Global_MCCA-Evaluation_Final-Report-2018.05.17.pdf+&cd=1&hl=en&ct=clnk&gl=us","Banyan Global","USAID","USAID/Morocco designed the USAID Career Center, a four-year program with an additional option year, to bolster the Government of Morocco's (GOM) efforts to assist youth to transition from education to employment. The USAID Career Center is working toward the following objectives: ‚Ä¢ establishing career centers in three universities and three vocational training institutes in Casablanca, Marrakech and Tangiers, as well as a Virtual Career Center (VCC); ‚Ä¢ providing customized work readiness courses; ‚Ä¢ fostering a network to engage the private sector; and ‚Ä¢ developing a career center model that is transferable and sustainable. Includes focus on teaching soft skills for employability.",9,"Interventions: virtual and in-person career centers, soft skills curriculum, job search training Region: MENA Evidence type: program/project evaluation Confirmed Ciara","Middle East","MENA,Morocco,caree center,job search training,soft skills curriculum,virtual and in-person career centers,virtual career center,vocational education"]
["A toolkit for mainstreaming gender in higher education in Africa",2006,"http://www.ungei.org/resources/files/Toolkit_complete.pdf","Association for the Development of Education in Africa","Association of African Universities","The Toolkit, which is made up of the ten modules includes as an Appendix, a Literature Review, as well as Module 1 Basic Facts about Gender; Module 2 Forming Policies and Strategies; Module 3 Gender Sensitisation of Tertiary Institutions: the Role of Human Resources Development and Management; Module 4 Mainstreaming Gender in the Curriculum; Module 5 Research and Gender Sensitive Research Methods; Module 6 Faculty and Support Programs; Module 7 Student Access and Retention; Module 8 Gender Violence and Sexual Harassment; Module 9 Disaggregated Data; Module 10 Resource Mobilization for Gender Equity.",10,"Interventions: developing policies and strategies, human resources, faculty training, development of student services Region: Africa Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Africa","Africa,Toolkit mainstreaming gender in higher education i,literature review"]
["Gender equity tensions in South Africa's post-apartheid higher education: in defence of differentiation",2016,"https://www.semanticscholar.org/paper/Gender-Equity-Tensions-in-South-Africa%E2%80%99s-higher-in-Akala-Divala/0330b4d77a80864243c747564902b836385a0bd1","Akala, B.; Divala, J. J.","South African Journal of Higher Education","This article presents a theoretical and thematic exploration of gender equity in post-apartheid South African higher education. The article argues that while South African women played a very important role in the struggle for political liberation, the current situation in South Africa's political, economic and education institutions seems to suggest that the effort they put in the struggle does not commensurate the gains thereafter. A majority of South Africa's girls and women still struggle to access quality education and excel at most levels, which is a direct contravention of the Constitutional guarantee of equality for all who live in this great nation. Although the gender equity paradigm in South African higher education can be credited as having recorded some formidable achievements in terms of increased enrolment for female students especially Black women in higher education, a deliberate effort has to be made to shift attention from aggregations to impediments in order for the promise of equality and equity to be realized for those who experienced most barriers in accessing higher education. In the current South African context, one needs to deal with disadvantages that are perpetuated through the socio-economic positioning of families, the inability to use the language of power, content complexity, embedded institutional cultures and practices, among others.",10,"Interventions: gender equity policies Region: Africa Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Africa","Africa,South Africa,gender equality policies,socio-economic"]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan",null,"Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:",10,"Interventions: gender sensitive budget and many Many! Region: Africa Evidence type: qualitative Confirmed: Carol Reyes","Africa","Africa,Change management,Egypt,Ghana,Kenya,Madagascar,Mozambique,Nigeria,South Africa,Tanzania,Uganda,innovation,technolog,transformative learning"]
["Gender mainstreaming: Myths and measurement in higher education in Ghana and Tanzania",2010,"https://www.tandfonline.com/doi/abs/10.1080/03057925.2010.490377","Morley, Louise","Compare","This article critically examines the concept of gender mainstreaming and raises questions about a series of category slippages in debates and discussions. Some key concerns are the way in which women are constructed as a unified analytical category, and how gender equality is frequently reduced to issues of representation. It also critically interrogates how gender mainstreaming initiatives can be undermined by sexist practices such as sexual harassment. Focusing on higher education, it draws on empirical data from the research project 'Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard' (sussex.ac.uk/wphegt). Central arguments relate to the call for intersectional analyses and how GM needs to go beyond access and representation and address feminist concerns with the way in which gendered power and privilege are enacted in everyday social relations in higher education institutions. {\\textcopyright} 2010 British Association for International and Comparative Education.",10,"Interventions: gender mainstreaming, Intersectional analysis, equitable power relations, sexual harassment policy Region: Africa Evidence type: mixed methods Confirm: Nina Kaur","Africa","AFRICA,Gender mainstreaming,Ghana,Higher education,Intersectionality,Tanzania"]
["Female participation in Technical, Vocational Education and Training Institutions (TVET) subsector: The Kenyan experience",2017,"https://iiste.org/Journals/index.php/PPAR/article/view/36735","Ngugi, M.; Muthima, P.","Public Policy and Administration Research","Economists widely agree that there is a high positive relationship between education and development. This relationship is even more pronounced when women receive education as it not only benefits them but also all those they nurture. Despite the progress made over the last decade in enhancing access, equity, retention, quality, completion rates and gender parity in education and training in Kenya, the Technical, Vocational, and Education Training (TVET) subsector continues to experience low female enrolment in Science, Technology, Engineering and Mathematics (STEM) based courses. This paper is a desk-review focusing on establishing the status of female participation in TVET and factors contributing to the prevailing status-quo. The paper recommends that encouraging and supporting fair and equal opportunities for girls and boys to perform in TVET-related subjects at school would translate to more girls and women in TVET fields of study and even to the world of work. There is also need for the educators to use more gender-responsive approaches at all levels of education; increase role models such as more female teachers and attach young female scholars to practicing women engineers in the country. At policy level, gender responsive strategies such as having a certain percentage of girls being admitted and encouraged to do technical-based subjects in form one every year are some of the interventions that may help shield this vulnerable group from persistent exclusion from TVET education.",10,"Interventions: exposing girls TVET-related subjects in secondary school and other measures Region: Africa Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Africa","Africa,Kenya,female participation,inequality,stem,tvet"]
["Gender mainstreaming in TVET institutions in Kenya",2016,"https://afritvet.org/index.php/Afritvet/article/view/9","Omukhulu, Dorcas Mulongo; Ogbanicael, Sr. Lettedenghil; Githui, Kimamo","Africa Journal Of Technical {\\&} Vocational Education{\\&} Training","A country's most important resource is the skills of its people. To achieve equity and equality in skills development gender mainstreaming was identified by the Kenyan government. In 2007, the Ministry of Education, Science and Technology (MoEST) developed Gender in Education policy. There was need to evaluate the implementation process to find out: the extent of gender policy implementation process, and the perception of lecturers towards gender mainstreaming, the findings were meant to inform education stakeholders on progress of implementation. The study was based on the Management Evaluation Model and on Liberal Feminist Theoretical framework. It adopted a mixed method research design and 276 respondents were sampled from ten selected Technical and Vocational Education and Training (TVET) institutions. Probability and non-probability sampling was used to select the 276 respondents. Data was collected through three types of instruments namely questionnaires, interview guide and document analysis guide. Piloting was done to enhance validity and determine reliability of instruments. Quantitative data was analyzed through descriptive statistics, and qualitative data organized into themes and patterns pertinent to the study. It was established that: the gender policy was being implemented in sampled TVET institutions, and the perception of lecturers was positive. It was also established that the implementation process faced challenges. The study concluded that the mean Gender Parity Index (GPI) for the sampled institutions had moved further from one (1) to 0.804 and, lecturers had positive perception towards gender mainstreaming. However, there were some cultural issues hindering gender mainstreaming in TVET institutions, which led to the following recommendations: MoEST and TVET institutions to put in place mechanisms for effective implementation, Cultural inhibitions to be addressed, and Government to set up structures for full implementation of gender policy. Key words: Gender mainstreaming, gender parity, GPI, TVET, policy.",10,"Interventions: Improve gender policy implementation process by providing financial support for institutions; provide terms of reverences for gender mainstreaming and TVET institutions to put in place mechanisms for complete implementation of the policy. Sensitize all stakeholders in partnership with development partners and informing stakeholders of the need to create diversity in the workplace. Region: Africa Evidence type: mixed methods Confirm: Nina Kaur","Africa","Africa,GPI,Gender mainstreaming,TVET,gender parity,policy"]
["The Growth of Private Universities in Kenya : Implications for Gender Equity in Higher Education",2007,"https://www.jstor.org/stable/jhigheducafri.5.2-3.111?seq=1","Onsongo, Jane","The Journal of Higher Education in Africa (JHEA/RESA)","The establishment of private universities in Kenya and Africa is relatively new. At independence (1960s) there were about seven universities on the continent. How- ever, by 2005 there were 85 private and 316 public universities in Africa (Kihara 2005). Kenya is leading in this expansion of private higher education in East Africa with 16 in 2006 compared to three in 1980. This article examines the implications of the growth of private universities on gender equity in higher edu- cation in Kenya. The article is based on two studies conducted in Kenya in 2002 and 2004 on the participation of women in university management. These two studies and a survey of literature on student enrolment in private and public uni- versities reveal that private universities are providing increased opportunities for women to access higher education both as students and staff. Increased opportuni- ties are provided through flexible admission and recruitment criteria, a conducive working environment and the appointment of more women into senior manage- ment positions. R{\\'{e}}sum{\\'{e}}",10,"Interventions: various policies to increase equity for women in university leadership and university admission and enrollment Region: Africa Evidence type: mixed methods Confirm: Nina Kaur","Africa","Africa,Gender Equity,Kenya,private higher education"]
["Gender barriers faced by African women in graduate programmes and research in the social sciences",2013,"https://www.pasgr.org/wp-content/uploads/2017/01/Gender-Barriers-Scoping-Paper-Final.pdf","Rathgeber, Eva M.","Partnership for African Social and Governance Research","This scoping study begins with a brief description of the state of universities in Africa, highlighting some current problems and challenges. Section II undertakes a review of literature about the role and status of female students and faculty members in African universities, especially in the social sciences and discusses issues of access. Section III provides an in-depth analysis of social sciences journals published in Africa and outside. Section IV explores the organisational culture of the social sciences in Africa, focussing specifically on governance structures and exploring the gender activities that have been carried out by social sciences organisations. Section V discusses measures that are underway to redress gender imbalance while Section VI makes some recommendations for potential activities to support the participation of women in social sciences research. The paper concludes with a brief review of some of the main findings.",10,"Interventions: development of gender policies, confidence building activities, professional networks, mentoring particularly through diaspora, training in social science writing Region: Africa Evidence type: narrative review of literature Confirm: Nina Kaur","Africa","Africa,graduate education,research education,social sciences"]
["Higher education expansion and the gender question in Ethiopia: A case study of women in a public university",2006,"https://www.semanticscholar.org/paper/Higher-Education-Expansion-and-the-Gender-Question-Semela/ceeb390aaa608bd2c6690209fcb07d70b9a2f7dd","Semela, Tesfaye","The Ethiopian Journal of Higher Education","The need to be part of the globalized knowledge economy on the one hand and ensure social justice on the other necessitated the change from elitist to massified higher education system. Following this new development, countries in Sub-Saharan Africa such as Ethiopia embarked on ambitious expansion by increasing the national enrolment capacity and the number of universities. This study assesses the effects of government policies in terms of mainstreaming gender issues in higher education based on a case study at Debub University. Data were collected from two sources. One is the primary data obtained based on an open ended interview with 20 female students admitted on affirmative action program. The second is the university registrar office. The results show that of the total of 27,209 enrolled between 2000/01 and 2004/05 academic years at undergraduate degree programs, only 19.2{\\%} were women. Similarly, the average proportion of women graduates over the same period was 11.7{\\%}. Women attrition (due to academic reasons) was found to be about 35.1{\\%} in the 2003/04 academic year. The qualitative results indicated that women equity is affected by factors related to socio-psychological, academic and guidance and counseling support, health and financial problems. Implications of the findings to policy and practical implementation at lower level in higher education institutions are discussed.",10,"Interventions: gender mainstreaming and other policies to increase equity for women in higher education Region: Africa Evidence type: mixed methods Confirm: Nina Kaur","Africa","AFRICA,Affirmative action,Ethiopia,gender issues,higher education enrollment"]
["Excellence in Higher Education for Liberian Development (EHELD) Final Performance Evaluation: Final Report",2017,"https://www.edu-links.org/resources/excellence-higher-education-liberian-development-eheld-final-performance-evaluation","Social Impact, Inc.","USAID","EHELD is a $22.6 million activity that was implemented by a consortium led by RTI, with Rutgers University, University of Michigan, North Carolina State University, and the Associates in Rural Development from February 2011 ‚Äì September 2017. EHELD's objective was to establish regionally recognized and competitive academic Centers of Excellence (CoEs) at the University of Liberia (UL) and Cuttington University (CU), to produce topperforming young Liberian graduates in two key sectors: engineering and agriculture, respectively. EHELD also promoted a pipeline of secondary school students to attract and prepare equal numbers of promising young Liberian women and men for these fields of study, and sought to network with the private sector and Government of Liberia (GoL) partners to facilitate financial and experiential opportunities.",10,"Interventions: scholarships for female undergrads, training/scholarships for female faculty, gender integration into curriculum Region: Africa Evidence type: program/project evaluation Confirm: Nina Kaur","Africa","Africa,Cuttington University,Engineering education,Liberia,North Carolina State Univeristy,Rutgers University,University of Liberia,University of Michigan,agricultural education"]
["Assessing Cross Border Partnerships: Increasing the Quality and Relevance of Higher Education in Afghanistan",2018,"https://pdf.usaid.gov/pdf_docs/PA00T1DJ.pdf","Afghanistan Ministry of Education; FHI360","USAID","Assessment of 3 on-going cross-border partnerships between Afghan and U.S. universities. Three research questions: 1) What benefits have partners received? 2) How effective is their communication and how have they addressed the challenges in communication? 3)How have they addressed sustainability challenges, including gender issues and the current security environment?",10,"Interventions:¬†various measures to increase higher education access to youth and women, in particular; partnership with U.S. universities Region: Asia Evidence type: narrative or conceptual analysis of issue Confirmed Ciara","Asia","Afghanistan,Asia,Education in Crisis and Conflict,Education in crisis and conflict,Enrollment,Faculty,Gender Equity,Gender equity,Higher education,Partnerships,Security,Sustainability,Teachers,Underrepresented populations,partnerships"]
["Mid-Term Evaluation of the American University of Afghanistan",2016,"https://dec.usaid.gov/dec/content/Detail.aspx?vID=47&ctID=ODVhZjk4NWQtM2YyMi00YjRmLTkxNjktZTcxMjM2NDBmY2Uy&rID=MjE2NTk1","Ahmadzi, Nasrullah; Latif, Zuhal; Lightfoot, Michael; Nasiri, Friba; Rezaie, Ammar; Sullivan, Earl Leroy","Checchi and Company Consulting, Inc.","The purpose of USAID funding is to support the permanent establishment of an American style University in Afghanistan that will imprint values of academic freedom, high quality instruction, research, academic honesty, work ethic, and community service to its graduates joining the national and international labor force. The evaluation team reviewed AUAF's progress in addressing the various program components specified in the Cooperative Agreement: a) Academic and professional outcomes; b) Enhancing the quality of programs; c) Expanding programs for women; and d) Increasing Financial Self-Sufficiency.",10,"Interventions: creation of quality assurance department, mentorship for female students, career placements for women, scholarships for women, incorporation of gender into curriculum (minor), research agenda focused on women, decrease institutional costs, increase revenue, decrease reliance on international staff for management Region: Asia Evidence type: program/project evaluation Confirmed: Carol Reyes NOTE: Could not locate URL.","Asia","Afghanistan,Asia,Financial stability,Quality of education,Women,community service,financial self-sufficiency,research"]
["The struggle for higher education gender equity policy in Afghanistan: Obstacles, challenges and achievements",2019,"https://www.semanticscholar.org/paper/The-struggle-for-higher-education-gender-equity-in-Hayward-Karim/8dfbd41af8a458ab0feeec249aa78ab1c8b378c6","Hayward, Fred M.; Karim, Razia","Education Policy Analysis Archives","The struggle for gender equity in Afghanistan has been a long and difficult one under war conditions. Nonetheless, amazing progress has been made both in transforming higher education and in improving the situation for women students and women faculty members over the last few years. What is particularly striking about this effort is the level of success in a very challenging environment. Part of the success, as we suggest, is a consequence of the focus on gender policy in higher education, which operates in an amazingly free environment. That has allowed the kind of analysis and discussion of traditional views about women to be examined and new policies put in place moving toward the MoHE goal of gender equity. Higher education has moved from a situation of virtually no women students, faculty, or staff in 2001 to 28{\\%} women students and 14{\\%} women faculty members in 2017. The atmosphere for women has changed remarkably with a Higher Education Gender Strategy to continue the process of change and a range of other policies and actions designed to create an open, comfortable, and equal environment for women. What is striking about these changes is that we think their success is due in large part to the narrow focus of change on higher education ‚Äì a process that probably would not have succeeded if tried at the national level. Nonetheless, it is a first step in expanding improved conditions for women broadly in Afghanistan and is suggestive of a successful approach for other countries with serious problems of gender discrimination.",10,"Interventions: various gender equity policies for higher education Region: Asia Evidence type: qualitative Confirm: Nina Kaur","Asia","Academic freedom,Admissions examination,Afghanistan,Exclusions,Gender equity,Gender strategy,Inequities,OAPA,Pervasive culture of male dominance,Sexual harassment,Transformation,Violence against women"]
["Gender Equity in Higher Education in Sri Lanka: A Mismatch Between Access and Outcomes",2003,"https://www.semanticscholar.org/paper/GENDER-EQUITY-IN-HIGHER-EDUCATION-IN-SRI-LANKA%3A-A-Gunawardena/afa208e32fea24cecc2bec3442c18d2f495e1541","Journal, Chandra Mcgill","McGill Journal of Education / Revue des sciences de l'{\\'{e}}ducation de McGill","Sri Lanka has attempted to ensure gender equity in higher education through a non-discriminatory educational policy. Half a century after the establishment of the first university in Sri Lanka, women students have secured a majority of enrolments except in engineering and related fields. But women's achievements in respect of access and participation have not guaranteed equity in outcomes. University-educated women still continue to be unemployed for longer periods, to be employed in lower positions and face difficulties in gaining entry to management positions. {\\'{E}}GALIT{\\'{E}} ENTRE LES SEXES EN ENSEIGNEMENT SUP{\\'{E}}RIEUR AU SRI LANKA: D{\\'{E}}S{\\'{E}}QUILIBRE ENTRE L'ACC{\\`{E}}S ET LES R{\\'{E}}SULTATS R{\\'{E}}SUM{\\'{E}}. Le Sri Lanka a tent{\\'{e}} d'assurer l'{\\'{e}}galit{\\'{e}} entre les sexes en enseignement sup{\\'{e}}rieur en adoptant une politique non discriminatoire dans le domaine de l'{\\'{e}}ducation. Un demi-si{\\`{e}}cle apr{\\`{e}}s la cr{\\'{e}}ation de la premi{\\`{e}}re universit{\\'{e}} au Sri Lanka, les {\\'{e}}tudiantes sont maintenant en majorit{\\'{e}} sauf en g{\\'{e}}nie et dans les domaines connexes. Mais les r{\\'{e}}alisations des femmes li{\\'{e}}es {\\`{a}} l'acc{\\`{e}}s et {\\`{a}} la participation n'ont pas garanti l'{\\'{e}}quit{\\'{e}} dans les r{\\'{e}}sultats. Les femmes ayant fr{\\'{e}}quent{\\'{e}} l'universit{\\'{e}} continuent d'{\\^{e}}tre sans emploi pendant des p{\\'{e}}riodes plus longues, d'occuper des postes de niveau inf{\\'{e}}rieur et de faire face {\\`{a}} des difficult{\\'{e}}s pour atteindre des postes de gestion.",10,"Interventions: nondiscriminatory education policies Region: Asia Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Asia","ASIA,Sri Lanka,non-discriminatory education policy"]
["Role of Distance Education in the Expansion of Female Education Higher Level in Pakistan Review",2010,"https://eric.ed.gov/?id=EJ886459","Malik, Sufiana K.","Turkish Online Journal of Distance Education","The present paper investigated the role of distance education in the expansion of educational facilities for female at higher level of education in Pakistan. The findings of the study report that distance education is playing a vital role in the expansion of female education at higher level as such female who, due to some personal or social compulsions are not able to attend regular institution/university in order to enhance their educational, distance education proves to be a blessing for such females. AIOU is the pioneer in provision of distance education in Pakistan and at present it is playing a significant role in provision of better higher education facilities, especially female are enjoying from these educational facilities as the system of AIOU is flexible enough for female and it provides them equal opportunity to uplift their educational status in spite of the different hurdles in the way of getting higher education without disturbing their family or personal problems. More incentives for female on the part of AIOU for getting higher education may increase the number of female students in AIOU programs of higher education in Pakistan.",10,"Interventions: open online university for women's access to higher education Region: Asia Evidence type: narrative or conceptual analysis of issue Confirmed Ciara Notes: No DOI or ISSN found","Asia","Asia,OAPA,Pakistan,allama iqbal open university,distance education at higher level,female"]
["Diverse experiences of women leading in higher education: Locating networks and agency for leadership within a university context in Papua New Guinea",2015,"https://www.tandfonline.com/doi/abs/10.1080/09540253.2015.1027669","McNae, Rachel; Vali, Kerren","Gender and Education","The ways in which women deliberately press back against practices of oppression and demonstrate agency in higher education institutions are highly contextual and culturally bound. The formal and informal networks that women develop and maintain are important elements of generating agency and enhancing women's access to and opportunities for leadership. This article presents a case study from research that explored women's leadership experiences in a higher education context in the Pacific Islands ‚Äì Papua New Guinea. Situated within a feminist poststructural methodology, the research examined women's experiences of leadership and considered aspects that influenced women's access to formal leadership roles. The findings illustrated that the women faced numerous barriers to formal leadership opportunities. A range of culturally and contextually located approaches supported women to demonstrate agency with regard to their own leadership development and practice. This research highlighted the importance of considering the relationship between networks and agency and the impact of associated cultural and contextual practices within organisations, providing insights into the culturally located complexities of women's leadership in higher education contexts.",10,"Interventions: formal and informal networks to support women in leadership in higher education Region: Asia Evidence type: case study Confirm: Nina Kaur","Asia","Papa New Guinea,agency,gender,higher education,leadership,social justice"]
["Echidna Global Scholars Program girls' transitions to work through higher-quality TVET programs in Nepal",2019,"https://eric.ed.gov/?id=ED602922","Paudel, Anil","Brookings Institution","Technical and vocational education and training (TVET) is widely considered an important tool in strengthening the school-to-work transition, reducing poverty, and achieving economic growth. However, significant barriers prevent girls in Nepal from realizing such opportunities. This paper, drawing from field research and desk review, identifies three major factors--education, the labor market, and social norms--underlying why girls are not able to leverage TVET to their advantage. Overall, an underemphasis and underinvestment in TVET by families, schools, government, and the private sector pose the greatest challenge to improving girls' participation in TVET and thus to girls' transitions to work. Based on my study and professional experience working to enhance the right of children to education, this paper provides policy recommendations for government, private sector, and nongovernmental organizations to improve girls' participation in TVET in order to improve their labor market outcomes and life prospects. The recommendations are concentrated in three different areas: improving girls' \"access\" to TVET programs, enabling their \"completion\" of TVET programs, and facilitating their \"transition\" to work. Increasing investment in TVET--along with creating a gender-transformative approach that enables females to participate more fully in both TVET programs and the labor market--would meaningfully help to realize the promises of education in Nepal.",10,"Interventions: Scholarships; TVET programs; TVET policy; reservation of public service jobs for women Region: Asia Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Asia","Asia,Center for Universal Education at Brookings,Echidna Global Scholars Program,Nepal,Policy Paper,STEM,South Asia,education,girls"]
["Mid-term performance evaluation of the University Support and Workforce Development Program (USWDP)",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?",10,"Interventions: internships, career centers, soft skills training, faculty scholarships, curriculum reforms, partnerships Region: Asia Evidence type: program/project evaluation Confirmed: Carol Reyes","Asia","Afghanistan,Education in crisis and conflict,Employment,Gender Equity,Governance,LAC,Partnerships,Private Sector,Professional development,Quality of education,Soft Skills"]
["Addressing inequality in vocational technical education by eliminating gender bias",2018,"https://www.semanticscholar.org/paper/Addressing-Inequality-in-Vocational%2F-Technical-by-Ganea-Bodrug-Lungu/5ada3e0def9d81e7546da69262a19930442ef34c","GANEA, Eugenia; BODRUG-LUNGU, Valentina","Revista Romaneasca pentru Educatie Multidimensionala","The present publication is dedicated to the subject of gender-related inequalities in vocational/technical education and how these are influenced by social norms and gender bias. The research problem is determined by the need to develop a theoretical and methodological support for the teaching staff and for other actors responsible for policies on vocational/technical education. The objectives of the research are to discuss the role played by vocational schools as ``fuels{\\{}''{\\}} for the labor market, develop gender-sensitive competences of teachers in secondary vocational/technical education, eliminate gender bias in the education and teaching process, create a gender-sensitive environment in vocational/technical schools. This opportunity is directly related to the reform of the vocational education system and national policies on gender equality in Moldova. Results: it was confirmed that teachers in vocational/technical schools are important actors capable to educate or to influence the education process by adopting gender-sensitive practices and methodological approaches aimed at reducing inequalities and challenges faced by girls in various circumstances in vocational/technical schools. The teaching methods and practices should be based on gender theories, while school policies should promote equal opportunities for girls and boys, and eliminate gender bias in the teaching and education process. Analysis of macro-systemic elements (curriculum, didactic materials, textbooks), as well as microsystem analysis at the level of the training units (pupils` and students' opinions, teachers' opinions) is an important step for understanding gender disparities and reasons that perpetuate gender inequalities in education, and later-at work and in society at large.",10,"Interventions: gender mainstreaming Region: E&E Evidence type: qualitative Confirm: Nina Kaur","Europe and Eurasia","Technical Education,gender equality policies,gender inequalities in education,vocational education"]
["Mind the (gender) gap: engaging students as partners to promote gender equity in higher education",2019,"https://www.tandfonline.com/doi/abs/10.1080/13562517.2019.1696296","Acai, Anita; Mercer-Mapstone, Lucy; Guitman, Rachel","Teaching in Higher Education","Gender inequity remains a critical issue in higher education. We explored the proposition that engaging students as partners (SaP), an increasingly adopted approach to student engagement, may present one approach to improving gender equity by fostering agency and leadership for women. First, we analyzed the gender distribution of authors of SaP scholarship spanning 202 articles published in six academic journals over the past five years. Women were more likely to author (70{\\%}) and lead (76{\\%}) SaP publications. Second, we used collaborative autoethnography to explore our experiences as three women SaP practitioners. Affirmative partnerships built our agency to assert our voices and empowered us to advocate for gender equity. These data indicate that SaP may present one approach to promoting gender equity by creating ‚Äòbrave spaces' and ‚Äòsites of resistance' against gendered norms in academia.",10,"Interventions: engaging students as partners (SaP), an approach to student engagement in higher education Region: global Evidence type: mixed methods Confirm: Nina Kaur","Global","North America,Students as partners,diversity,equity,feminism,gender,higher education"]
["Examining students' perspectives on gender bias in their work-integrated learning placements",2020,"https://www.tandfonline.com/doi/abs/10.1080/07294360.2019.1677568?journalCode=cher20","Bowen, Tracey","Higher Education Research and Development","Work-integrated learning (WIL) affords students opportunities to apply skills and knowledge to practical work placements. Students potentially learn professional behaviours appropriate to their chosen industry sector. However, students may also face challenges they may not be prepared to navigate. One of these is gender bias due to assumptions about women and work, particularly within STEM sectors. This article presents findings from a pilot study that explores WIL students' perspectives on gender bias related to experiences at their internship placements or other jobs. The findings suggest that the potential lack of gender neutrality within organizations such as WIL placements, is nuanced through an underlying bias around thinking about gender, women and work, and demonstrated through institutional structures such as branded recruitment campaigns or the individual micro aggressions of co-workers and supervisors. Further research needs to focus on the impact of gender bias on students' sense of value within different organizations, and the strategies they employ to navigate bias. In the short-term, all students need tools to help them understand how gender is constructed within organizational processes and how to develop strategies to help them confront gender bias within the organizations in which they work.",10,"Interventions: Work-integrated learning implemented so as to minimize gender bias Region: North America Evidence type: qualitative Confirm: Nina Kaur","Global","NORTH AMERICA,Work-integrated learning,gender bias,gendered organizations,professionalism,work placements"]
["Promoting gender equity in developing countries strategies for lessons, challenges, and opportunities",2008,"www.wilsoncenter.org","Bryan, Elizabeth; Varat, Jessica",null,"Over the last several decades a number of strategies have emerged and evolved to promote gender equity in development efforts. Yet debates regarding the relative efficacy of these strategies remain. On Thursday, April 26, 2007, the Woodrow Wilson Center convened a group of experts on gender and development to address the issue of gender inequality from a variety of perspectives. Panelists reflected on past efforts to promote gender equity and discussed effective strategies for the way forward. The first panel discussed the main approaches to promoting gender equity and the progress made towards incorporating gender concerns in development institutions. Laying out the historical context in which the Women in Development (WID) and Gender and Development (GAD) strategies emerged, Jane Jaquette argued that the way in which these approaches evolved has depended very much on the limitations and opportunities available at different points in time. Discussing the effectiveness of gender mainstreaming, Aruna Rao stated that gender mainstreaming has been associated with more failures than successes. The second panel focused on specific arenas where gender equity is being pursued in creative ways. Cathy Feingold described the ongoing feminization of poverty in the global economy as women workers constitute the driving labor force behind export production and rural-urban migration. Stressing the importance of engaging men around issues of reproductive health and gender equality, Andrew Levack argued it is necessary to explore some of the more detrimental constructs of masculinity and alternative attitudes and actions. Angelina Aspuac described her experience leading a women's empowerment association in Guatemala. Lyn Beth Neylon explored the dynamics of legal and judicial reform projects run by USAID's Women's Legal Rights Initiative (WLR) in Rwanda and Benin. The keynote speaker, Nyaradzai Gumbonzvanda, asserted that a larger conceptual framework is needed, which links empowerment, rights, and mainstreaming in all social spaces in order to advance the discourse on gender relations and achieve greater gender equality.",10,"Interventions: various measures to increase gender equity Region: developing countries Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Global","NORTH AMERICA,Women in development,gender and development strategies"]
["How effective are different approaches to higher education provision in increasing access, quality and completion for students in developing countries? Does this differ by gender of students? Systematic review i",2013,"http://eppi.ioe.ac.uk/","Clifford, Megan; Miller, Trey; Stasz, Cathy; Goldman, Charles; Sam, Cecile; Kumar, Krishna","RAND Corporation","How to effectively increase access to and quality in higher education in developing countries is a highly debated topic. There is no consensus as to what policies or provisions best increase access to higher education, nor is there a firm understanding of how each form or provision or policy impacts the quality of higher education. Empirical evidence on these issues is also lacking. Moreover, while a large body of literature on the implementation of such policies and provisions exists for the developed world, little evidence exists for the developing world, resulting in a comparative dearth of literature that analyses the impact of such policies or provisions for developing nations. Although the identified studies failed to reach a firm consensus on the policies most effective for increasing access to and the quality of higher education, several of them nonetheless demonstrated positive effects for the interventions studied. Moreover, while many studies lacked evidence on how these outcomes varied by gender, several did address this issue and highlighted key areas of concern for improving not only access to and the quality of higher education, but for promoting equity as well. We find positive effects for affirmative action in increasing access for targeted subgroups but also noted that these policies may have unintended negative consequences. Financial programmes and policies such as fee-sharing, dual-track tuition policies and different types of student loans may also positively increase access to higher education while shifting some portion of the costs of higher education from the government to the student. Careful consideration, however, must be taken to formulate the right mix of policies to ensure access to lower income students. The cost of such programmes and their long-term sustainability must also be taken into account. We find little evidence for the impact of cross-border and transnational provision and TVET in increasing access to and the quality of higher education. A few randomised trials of vocational education programmes, however, did show significant gains to lower-income women who participated.",10,"Interventions: many Region: Africa, Asia, LAC, MENA, E&E Evidence type: systematic review of literature Confirm: Nina Kaur","Global","Education policy,Global guidance,gender discrimination,gender inequalities in education"]
["Panel: Increasing Female Enrollment and Retention for Computing Degrees",2019,"https://dl.acm.org/doi/abs/10.1145/3349266.3351397","Greenberg, Hollis; Bogaard, Dan; Jin, Karen; Zhang, Chi","SIGITE 2019 - Proceedings of the 20th Annual Conference on Information Technology Education","Many technology classrooms see a disparity everyday with the numbers of men and women grossly uneven. As society realizes that more women need to be recruited into math, science and technology jobs, how do we convince young women that these are good careers for them? This panel will discuss initiatives at various universities aiming to recruit and retain female students. We hope to provoke a thoughtful exchange of ideas to help the technology field become a techie-dominated field, instead of a male-dominated field.",10,"Interventions: many to increase female enrollment and retention Region: North America Evidence type: narrative or conceptual analysis of issue Confirm: Nina Kaur","Global","Computing degrees,Female enrollment and retention,STEM majors,female retention"]
["Literature review: Higher education and development",2016,"www.norad.no","Ndaruhutse, Susy; Thompson, Stephen","Norwegian Agency for Development Cooperation (NORAD)","Sections on: 1. Trends in higher education prioritisation and financing 2. Rates of return analysis on how these have influenced higher education funding 3 Evidence on the role of universities in development 3.1 University partnerships 3.2 The role of universities in development 3.3 Linkages between higher education and development 3.4 The geography and power of knowledge 3.5 Gender and diversity in higher education and research 3.5 The role of higher education and research for the SDG agenda",10,"Interventions: many Region: developing countries Evidence type: narrative review of literature Confirm: Nina Kaur","Global","Global guidance,Higher education and development,Norad"]
["The redistributive equity of affirmative action: Exploring the role of race, socioeconomic status, and gender in college admissions",2012,"http://dx.doi.org/10.1016/j.econedurev.2011.08.005","Francis, Andrew M.; Tannuri-Pianto, Maria","Economics of Education Review","This paper contributes to research on affirmative action by examining issues of equity in the context of racial quotas in Brazil. We study the experience of the University of Brasilia, which established racial quotas in 2004 reserving 20{\\%} of available admissions slots for students who self-identified as black. Based on university admissions data and a student survey conducted by the authors, we find evidence that race, socioeconomic status, and gender were considerable barriers to college attendance and achievement. For example, first-difference regressions involving pairs of siblings indicate that black identity and gender had a negative effect on entrance exam scores. Moreover, we compare displaced and displacing applicants and find that racial quotas helped promote equity to some extent. Nevertheless, the scale and scope of redistribution were highly limited, and the vast majority of Brazilians had little chance of attending college, suggesting that more still needs to be done. {\\textcopyright} 2011 Elsevier Ltd.",10,"Interventions: affirmative action Region: LAC Evidence type: quantitative quasi-experiment Confirm: Nina Kaur","Latin America and the Caribbean","Affirmative action,Brazil,Equity,Higher education"]
["From Sex to Gender: A University Intervention to Reduce Sexism in Argentina, Spain, and El Salvador",2014,"https://spssi.onlinelibrary.wiley.com/doi/abs/10.1111/josi.12089","de Lemus, Soledad; Navarro, Laura; J. Velásquez, Marta; Ryan, Estrella; Megías, Jesús L.","Journal of Social Issues","We present an intervention to reduce gender prejudice in future professionals of social sciences in three samples from Argentina (N = 28), Spain (N = 83), and El Salvador (N = 67), with slight differences across countries. The program was based on scientific research on sexism and gender-based power aimed at: (1) increasing awareness of gender inequalities; (2) reducing sexism in men and women; (3) providing participants with resources to implement social interventions. First the intervention is described, and then empirical evidence of its efficacy is provided. Results showed a reduction of benevolent sexism (BS), hostile sexism (HS), and essentialist views, and higher support for collective actions in Argentina (Study 1). HS and system-justifying beliefs were reduced and support for collective action increased in Spain (Study 2). In El Salvador, HS, BS (marginally), system-justifying, and homophobic beliefs were reduced (Study 3). Implications for interventions and policy making are discussed.",10,"Interventions: intervention program to reduce gender prejudice in universities Region: LAC Evidence type: quantitative Confirm: Nina Kaur","Latin America and the Caribbean","Argentina,El Salvador,Spain,gender based violence,sexism"]
["Women's Perspectives on Retention in Higher Education in Jordan: Commute and Choice",2012,"https://journals.sagepub.com/doi/abs/10.2190/CS.14.1.d","Allaf, Carine","Journal of College Student Retention: Research, Theory and Practice","Jordan is viewed as a country of social, political, and economic and advancement. It currently leads the region in literacy rates and is well on its way to achieving gender equity. However, some reports claim that Jordan maintains the widest gender gap in higher education completion in the region while others report that the percentage of females is higher than males. There is a body of literature on college student retention but no such work has taken place in the Middle East, and more specifically in Jordan, on the experiences of women in higher education and retention. This study explores the experiences of 18 women that, at the time of the data collection (2008-2009), were in their final year or semester of higher education and preparing to graduate (average age 22.3 years old) and 10 women, that were at one point formally enrolled but at the time of the study had departed from completing higher education (average age 22.8 years old). These women represented 13 different universities (7 public and 6 private) throughout Jordan. Interviews were conducted with each participant. In addition to interviews, visits with the women were conducted on the university campus and official university and ministry education records were collected to examine enrollment, graduation, and retention rates. These varied qualitative methods allowed for a holistic exploration of the patterns in the persistence of women in higher education. This study found that the main retention theories formed in the United States are not completely adequate in helping explain the situation of women in Jordan and this study alters and extends them, placing more weight on characteristics at the individual-level, rather than on the institutional-level, with more attention paid to the role of the commute and the inflexibility of the higher education admissions process, in order to make them more applicable to the context of women in Jordan. {\\textcopyright} 2012, Baywood Publishing Co., Inc.",10,"Interventions: student retention policies and programs Region: MENA Evidence type: qualitative Confirm: Nina Kaur","Middle East","Jordan,MENA,education gender gap,higher education retention"]

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["Database of Higher Education Learning Agenda Resources"]
["Title","Year","URL","Author","Source","Summary Text","Question"]
["Strategy to revitalize technical and vocational education and training (TVET) in Africa",2007,"https://www.academia.edu/25379014/Strategy_to_Revitalize_Technical_and_Vocational_Education_and_Training_TVET_in_Africa_Final_Draft","African Union","African Union: Department of Human Resource Science and Technology; Division of Human Resource and Youth","This document is not prescriptive. A credible Technical and Vocational Education and Training (TVET) strategy must necessarily fit into an individual country's socio-economic context. The intention here, therefore, is to present a strategic policy framework and a set of practical recommendations to inform national policies and action plans aimed at promoting quality and relevant technical and vocational education and training.",1]
["Innovative management for organizational sustainability in higher education",2016,"https://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2014-0120/full/html","Barnard, Zenia; Van der Merwe, Derek","International Journal of Sustainability in Higher Education","The purpose of this paper is to provide an overview of the innovative management strategies at the University of Johannesburg (UJ) during volatile post-merger years, in its quest for a sustainable future. It illustrates how the institution went from a place of relative uncertainty and volatility to a place of progression and stability by adapting to its environment and challenging circumstances. Design/methodology/approach ‚Äì A holistic and inter-disciplinary approach is taken by the authors to demonstrate that organizational innovation and sustainability do not happen in isolation. The paper includes a literature review to contextualize the challenging environment in which the UJ was established and functions. A brief description of the strategic goals of the university is provided as a framework from within which the innovative management activities were launched. Data and information from the UJ's stakeholder reports were used as measurement tools to determine the progress in reaching strategic targets. Findings ‚Äì Innovation in higher education reported on in this paper is a result of many planning sessions, policy and procedure formulations, brainstorming and benchmarking exercises, performance reviews, management interventions and statistical analyses. A set of necessary and sufficient conditions for innovation in sustainable development in higher education include decisive leadership on strategic direction; regular, flexible and inclusive planning; regular culture climate surveys; constant monitoring of progress; and strategic agility that is essential to promote innovation among the entire workforce. Originality/value ‚Äì The challenges, context and approaches provided in this paper serve as a frame of reference for other institutions of higher learning that face similar challenges in a dynamic, diverse and volatile environment.",1]
["Universities and economic development in Africa",2011,"https://www.mendeley.com/catalogue/8f9a3ff7-0499-3e3e-8e33-6bed8c232097/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7B8c1bd701-0d51-4729-b3e5-c5354d4d58a9{\\%}7D","Cloete, Nico; Bailey, Tracy; Pillay, Pundy; Bunting, Ian; Maassen, Peter",null,"During the post-independence period, every African country has struggled with the vexing issue of the role of higher education in development. While many studies on higher education in Africa deal with this problematic indirectly, very few have actually taken it on directly. As a point of departure, the overall aim of the study was to investigate the complex relationships between higher education (specifically universities) and economic development in selected African countries with a focus on the context in which universities operate (political and socio-economic), the internal structure and dynamics of the universities themselves, and the interaction between the national and institutional contexts. In addition, the study aimed to identify those factors (practices, strategies) and conditions (context) ‚Äì at both national and institutional levels ‚Äì that facilitate or inhibit universities' ability to make a sustainable contribution to economic development.",1]
["The triple helix of innovation : Towards a university-led development strategy for Africa",2007,"http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.526.3734","Etzkowitz, Henry; Dzisah, James","ATDF Journal","In knowledge-based societies, the interaction among a Triple Helix of university-industry-government is the source of innovation and development. Within a triple helix regime, university-government interactions can help jump-start the creation of firms if they are absent, or if present, expand their growth. The triple helix development model for Africa represents a radical departure from the conventional development models that has separated the three institutional spheres‚Äîhigher education, industry and government and has consistently left out universities from development strategies and policies. The paper outlines the triple helix model of innovation and development and the emerging entrepreneurial university model as an academic reform strategy in the developing world, whereby higher education is refocused on issues of development, entrepreneurship and innovation.",1]
["Technological learning and sustainability transition: the role of institutions of higher learning in Africa",2007,"https://doi.org/10.1787/9789264032101-7-en","Juma, Calestous","Integrating Science & Technology into Development Policies An International Perspective: An International Perspective","The aim of this paper is to explore the role of science, technology and innovation in sustainable development in Africa. It argues that much of the scientific and technological knowledge needed to help Africa improve its welfare while protecting the environment is available. What is needed is to create institutional mechanisms and build human resources needed to harness the knowledge and put it to effective use. In the age of international relief, donor governments worked closely with non-governmental organisations and their influence flourished. In a new era of emphasis on competence building and enhancement of human resources, higher learning institutions must play a greater role. International support should therefore go to strengthen the capacity of institutions of higher learning (referred herein for purposes of brevity as ‚Äúuniversities‚Äù) to solve local problems. The presentation focuses on the central role that universities can make in promoting sustainable development in Africa. Placing universities at the centre of economic renewal will entail adjustments in public policy in Africa and in international aid agencies. These changes will involve long periods of learning, but the first steps must be made without delay.",1]
["Learning to make change: Developing innovation competence for recreating the African university of the 21st century",2006,"https://www.mendeley.com/catalogue/ad519e9f-5693-3b1c-899a-18f4ad86b245/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7Be58ea686-d195-4d0a-9742-2b4e7110c77e{\\%}7D","Kibwika, Paul","Learning to make change","This thesis describes and evaluates an experiment in transforming learning, research and consultancy in an African university, in the hope of making university research and training more innovative, and more able to influence wider processes of change in society. Current university education is oriented towards developing ‚Äúexperts‚Äù in specialised disciplines, but there is an increasing demand for the universities directly to influence change in development. Bridging a perceived gap between ‚Äúexperts‚Äù and ‚Äúchange makers‚Äù is at the core of what this thesis describes. Making change in society, it is argued, requires competences over and above technical expertise. These competences have to be learnt, and the learning starts with the university lecturers, hence the title of the thesis ‚ÄúLearning to make change‚Äù. The thesis specifically discusses a pilot programme in innovation competence development in the agriculture-related faculties of Makerere University in Uganda. This explains why the discussion in this thesis is focused on the agricultural context, but the application of the argument extends to other disciplines.",1]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan",null,"Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:",1]
["Strategic planning of higher education institutions in Africa: A case study of the University of Dar-es-Salaam",2010,"https://linkinghub.elsevier.com/retrieve/pii/S1877042810011948","Luhanga, Matthew","Procedia - Social and Behavioral Sciences","Socio-economic and political changes which swept through Africa in the 1980s had a major impact on African universities; including the University of Dar-es-Salaam. In response to these changes, the University of Dar-es-Salaam embarked on a self-controlled strategic planning exercise starting in 1989. The model adopted by the University of Dar-es-Salaam and the lessons learnt are summarized in this paper.",1]
["Leadership and management: Case studies in training in higher education in Africa",2015,"https://www.africanminds.co.za/leadership-and-management-case-studies-in-training-in-higher-education-in-africa/","Mouton, Johann; Wildschut, Lauren; Achanga, Pius; Bakuwa, Japhet; Effah, Paul; Frittelli, Claudia; Kasozi, A. B. K.; Mchome, Sifuni; Mkude, Daniel; Olupot, Emuron; Pocock, Robin; Sibuga, Kalunde Pilly",null,"Against the backdrop of major developments and shifts in higher education on the African continent and globally, it is clear that university leaders face many leadership and management challenges. This is the starting point of the book. More specific questions that need to be addressed are: 1. Have the challenges for leadership in higher education management been documented: not just the shifts in education, but the challenges and how leaders at universities have responded to these? 2. Very few of the training interventions on leadership and management in Africa have been well documented. There has been an increase in the number of interventions, but little evidence of lessons learnt. Hence a second question addressed in the book: What lesssons have we learnt from the three training programmes? The book commences with an introduction that sets the historical context for this initiative. The remainder of the book is divided into three main parts: Part One consists of two chapters: A review of African scholarship on university leadership and management and The history and landscape of HELM training in Africa. Part Two presents the ‚Äúdocumentation and lessons learnt‚Äù from the three Carnegie-funded country initiatives. Part Three consists of two chapters: the first describes in detail the monitoring and evaluation process that ran concurrently with the implementation of the country training programmes; the second reviews the uptake and impact of these programmes.",1]
["Justifications for undertaking marketing orientation studies in higher learning institutions in Tanzania",2019,"https://www.ajol.info/index.php/majohe/article/view/193046","Muya, Francis; Tundui, Hawa","Makerere Journal of Higher Education","This paper was written with the major aim of presenting a number of issues which justify the undertaking of marketing orientation studies in Tanzania Higher Learning Institutions (HLIs). It was also the intention of the authors to give a brief picture of marketing practice in Tanzania environment and on the higher learning institutions. The information used in this paper was mainly collected through review of literatures on articles which focused on marketing orientation and higher learning institutions. The review of literature revealed that different aspects including challenges facing HLIs, sectoral variation, geographical concentrated literatures, qualitative based studies, review of literature based studies, single informants responses, small samples problems and limited responses limitations are major issues justifying undertaking a marketing orientation study in Tanzania HLIs.",1]
["Managing change in higher education institutions in Tanzania: A historical perspective",2014,"https://ideas.repec.org/a/oec/edukaa/5jz8tqsd1vjh.html","Ngirwa, Coletha C.; Euwema, Martin; Babyegeya, Emmanuel; Stouten, Jeroen","Institutional Management in Higher Education","This paper examines the history of the management of the higher education sector in Tanzania. It reveals that government policies and management styles throughout the period from 1961 to the early 2000s created a culture of resistance within the higher education institutions, leading to struggles and many attempts to change the management of the sector. The authors analyse the effects of management practices in higher education and propose a model of institutional change that yields positive outcomes based on institutional needs and those of the academic faculty members.",1]
["Strategic approach for developing world-class universities in Egypt",2015,"https://files.eric.ed.gov/fulltext/EJ1083601.pdf","Ouda, Hanaa; Ahmed, Khadri","Journal of Education and Practice","In the past decade, the term “world-class university” “WCU” - also called “globally competitive universities”, “world-class”, “elite”, or “flagship” universities- has become a catch phrase, not simply for improving the quality of learning and research in higher education but also, more important, for developing the capacity to compete in the global higher education marketplace through the acquisition and creation of advanced knowledge. The main objectives of paper is to propose a strategic approach for developing world-class universities in Egypt, to achieve this objective the paper starts by attempting to construct an operational definition of a world class university. It then outlines the features of world class University, the requirements of the transformation into a world-class universities, the challenges involved in achieving world class universities, and the key problems and challenges of the Egyptian higher education system. Finally. The selected statistical population of the research are Higher Education experts [N=57], and a mix methods of conducting a questionnaire and interviews are used. The research questions are: 1- What does it mean to be a world-class university? 2-What are the essential features and characteristics of world-class university?3-How does the ecosystem influence the performance of universities?4-What are the present performance, problems and challenges of the Egyptian higher education system ? 5-What are the higher education reform initiatives in Egypt? 6-What are the requirements that could upgrade public Egyptian universities to world class universities? 7- What are the existing challenges of developing world-class universities?8-What Strategic approach is developed for Egypt to develop its world-class universities ? One-Sample Kolmogorov-Smirnov Test is used to analyze the data. Results: The result obtained in the study is to use the collaborative approach rather than to upgrade the present universities or create or merge.",1]
["Positioning universities as engines of innovation for sustainable development and transformation",2017,"https://www.jstor.org/stable/26640368","Zeleza, Paul Tiyambe","Journal of Higher Education in Africa / Revue de l'enseignement sup{\\'{e}}rieur en Afrique","This article seeks to place discourses about higher education and development in a comparative global context. It begins with brief reflections on development, by revisiting age-old debates about why some nations develop faster than others. This is an important backdrop to any meaningful discussion about the role of universities as engines of innovation for sustainable development and transformation. The article will focus mainly on the value proposition of university education and the ways in which this is reflected in its products, principally the quality of research and graduates. It will argue that, for universities to realize and sustain their institutional value, they need enabling resources, capacities and support from all key internal and external stakeholders.",1]
["Public university autonomy in Afghanistan: Assessment of three dimensions - financial, academic, and administrative",2019,"https://works.bepress.com/joseph_berger/45/download/","Berger, Joseph B.; Siwash, Najib; Zargar, Waheedullah; Assadullah, Sulaimen; Hedayet, Mujtaba; Aslami, Hassan; Wajdi, Habibullah; Mussaway, Javid",null,"Assessment of eight public universities in Afghanistan. Assesses each institution's financial, academic, and administrative autonomy. Discussion of importance of each dimension of autonomy and challenges the universities faced. Discussion of budgets, budget planning, recruitment, income generation, research, branding and marketing.",1]
["Administration and governance of higher education in Asia: Patterns and implications | Asian Development Bank",2012,"https://www.adb.org/publications/administration-and-governance-higher-education-asia-patterns-and-implications","Dhirathiti, Nopraenue","Asian Development Bank","This publication, Administration and Governance of Higher Education in Asia: Patterns and Implications, provides timely analysis in this important field of higher education reform in the Asian region, with emphasis on Southeast Asia. It analyzes higher education and governance issues by grouping countries into clusters that share the same political and higher education background, as well as similar measures adopted to carry out the reform, so as to better illustrate the picture of higher education reform in the region. Drawing on the analysis and findings presented in this publication, the following operational recommendations are presented to development partners, such as the Asian Development Bank, for helping developing countries in the region in their efforts to improve the administration and governance of higher education: Assist governments and higher education institutions in sharing effective policies and practices that support the transition towards more autonomy; and establish a regional database on effective practices in higher education governance.",1]
["Mid-term evaluation of the Indonesian Higher Education Leadership and Management (HELM) project",2015,"https://dokumen.tips/documents/mid-term-evaluation-of-the-indonesian-higher-education-pdfusaidgovpdfdocs.html","Haugen, Valerie; Pfahl, Nancy Lloyd; Dwatmadji; Arlianti, Rina; Astuti, Erlyn Yuli","International Business and Technical Consultants, Inc. (IBTCI)","The HELM project is one of two USAID higher education projects initiated between 2010 and 2014. HELM is a five-year USD{\\$}19.678 million project under implementation from November, 2011 to November, 2016. HELM aims to build the capacity of higher education leaders and managers from 50 public and private HEIs, including universities, polytechnics and community colleges. These 50 institutions are located across Indonesia that are grouped in two cohorts, each with 25 HEIs respectively. Engagement with Cohort 1 institutions commenced in 2012 and Cohort 2 engagement commenced in mid-2014. HELM seeks to increase the capacity of these HEIs in 4 core management areas: 1. General Administration and Leadership 2. Financial Management 3. Quality Assurance; and 4. Collaboration with External Stakeholders. HELM uses a number of strategies to enhance capacity in these institutions. Four components comprise the delivery strategy: 1. Design technical assistance approaches to achieve effective implementation of key reforms across the higher education system, coordinating with Directorate General for Higher Education/ Direktorat Jenderal Pendidikan Tinggi (DIKTI) and maximizing opportunities to internalize best practice within the Higher Education (HE) system; 2. Provide technical assistance to increase management capacity and improve performance at partner HEIs and disseminate best practices; 3. Strengthen graduate-level programs in higher education leadership and management; and 4. Support Special Initiatives by providing assistance to advance reforms and innovation within management of HEIs.",1]
["Impact of learning organization culture on performance in higher education institutions",2016,"https://doi.org/10.1080/03075079.2014.914920","Ponnuswamy, Indra; Manohar, Hansa Lysander","Studies in Higher Education","In this paper, an adapted version of the Dimensions of Learning Organization Questionnaire (DLOQ) was employed to investigate the perception of academic staff on learning organization culture in Indian higher education institutions. The questionnaire was sent to 700 faculty members of different universities using a non-probability purposive sampling technique. The results showed that there exists a significant and positive correlation amongst the constructs of learning organization culture, knowledge performance and research performance. Further, the results showed that knowledge performance is a statistically significant predictor of research performance. Thus, the empirical findings of this study will contribute to the literature on learning organization culture in higher education institutions, particularly with respect to the Indian scenario, an area where empirical studies are scant.",1]
["Mid-Term Performance Evaluation of the University Support and Workforce Development Program",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?",1]
["Integration of strategic management and quality assurance in the Romanian higher education",2012,"http://dx.doi.org/10.1016/j.sbspro.2012.09.1132","Moldovan, Liviu","Procedia - Social and Behavioral Sciences","The purpose of the present study is to investigate the relationship between total quality management and strategic issues in Romanian higher education, of the way to implement quality management systems in universities with view to achieving superior organizational performances. To this end we have analyzed the relation between quality and strategy. We have defined a strategy for integrating quality which has a central role in the competitive strategies, believing that the balance of determination is the opposite of the traditional, so the university's quality strategy determines the other competitive strategies: marketing strategy, teaching strategy, scientific research strategy. The article proceeds in the following manner: first, we briefly review the literature regarding the relation between quality and strategy. We develop hypotheses concerning integrated quality strategy as defensive strategy that emphasizes the quality control of the educational and scientific research processes. Then we apply our model to a case study showing how Petru Maior University of Tirgu Mures (UPM) applies defensive strategy controlling the quality of educational and scientific research processes by implementing a quality management system, with its novelty aspects that is a combination between requirements of the ISO 9001 standard and the requirements of the Romanian Agency for Quality Assurance in Higher Education (ARACIS). We explain in detail the case study. Finally, we provide the research findings and discuss their managerial and theoretical implications.",1]
["Trends in global higher education: Tracking an academic revolution",2019,"https://books.google.com/books?hl=en{\\&}lr={\\&}id=-t-mDwAAQBAJ{\\&}oi=fnd{\\&}pg=PP3{\\&}ots=rFK95dqGjJ{\\&}sig=wit327{\\_}q52PPudF58pGppxuigf4{\\#}v=onepage{\\&}q{\\&}f=false","Altbach, Philip G.; Reisberg, Liz; Rumbley, Laura E.",null,"This Trend Report fulfills a simple yet complex purpose -- to summarize the main directions in higher education worldwide in the past decade -- since the 1998 UNESCO World Conference in Higher Education. The main goal is to provide background analysis and to manimate discussion at the 2009 UNESCO World Conference on Higher Education. We, as authors, have no preconceived perspective. Instead, with the contributors who have assisted us in the preparation of this report, we have attempted to provide an objective discussion of central themes.",1]
["Academic administration: A quest for better management and leadership in higher education",2009,"https://www.amazon.com/Academic-Administration-Management-Competitive-Globalizing/dp/1607417324","Chen, Sheying",null,"This book provides a comprehensive view of the administration of academic affairs and related areas in higher education as they pertain to a threefold institutional mission of teaching, research, and service. It is a must-read for new academic administrators. It fills in a gap in required readings for higher education related majors and advanced degree programs. For the seasoned academic administrator in a senior rank, the book offers a systematic review of the big picture with sufficient depth and provoking analysis of challenging issues to help make progress toward reflective practice, research undertaking, and theoretical breakthrough. The goal of the book is to be a most effective and efficient educational tool, not just to help shorten the learning curve of the new and aspiring academic administrators but also to help renew critical thinking and creative leadership in existing academic administration.",1]
["Delineating the character of the entrepreneurial university",2004,"https://link.springer.com/article/10.1057/palgrave.hep.8300062","Clark, Burton R.","Higher Education Policy","We gain insight into the emerging character of the entrepreneurial university by pursuing empirical answers to two questions: How are such universities initially formed? And how do they sustain themselves? My 1998 book, Creating Entrepreneurial Universities, used European cases to conceptualize five ‚Äòpathways of transformation.' My 2004 book, Sustaining Change in Universities, in search of exemplars of entrepreneurial action, turns to 14 internationally distributed case studies to clarify anew these transforming steps and to suggest dynamics of change that produce a new steady state change. Drawn largely from the book's concluding chapter, this article emphasizes key features of change-promoting organization in universities and highlights the growing centrality of university-led action based on flexible and adaptive self-reliance.",1]
["Reframing the university as an emergent organization: Implications for strategic management and leadership in higher education",2018,"https://doi.org/10.1080/1360080X.2018.1478608","Doyle, Tom; Brady, Malcolm","Higher Education Policy and Management","For the most part, the organisational forms that are currently being adopted by higher education institutions are grounded in the traditional corporate models of organisation that take a rational approach to organisational change management. Underlying this account is an assumption of organisational autonomy and the capacity ofdesignated leaders to direct such change processes. However, a case is now being made for the consideration of alternative organisational theories or models that offer a different perception on the sources and patterns of organisational change in higher education. These theories perceive organisations more as emergent entities in which change is continuous, often unpredictable and arising mainly from local interactions. The paper surveys the implications that acceptance of the alternative paradigm might have for strategising and change leadership in higher education institutions. It suggests that the accommodation of these alterative paradigms of institutional development in higher education may itself be an emergent process.",1]
["Faculty development in context: Changing learning cultures in higher education",2010,"https://link.springer.com/chapter/10.1007/978-3-642-03582-1_8","Feixas, M.; Zellweger, F.","Faculty Development in Context: Changing Learning Cultures in Higher Education","As we know from research on human resources training, there are many factors influencing learning acquisition and transfer. Using Holton's approach as a reference (Holton {\\&} Bates, 2002), three factors are considered primary variables that interact to affect the transfer of learning from the training environment to the work environment: 1) the ability of participants to use the learned skills in the job setting, 2) their motivation to use them and 3) the work environment supporting the use. In this article, we place special emphasis on the environmental factors as we believe there are important organizational and structural conditions in universities that serve as catalysts or barriers for the effectiveness of faculty development. Before reaching to this point, we first suggest a conceptual framework that includes: a description of prevailing teaching cultures in European higher education, a discussion on what we mean by faculty development and its relationship to teaching cultures, a definition of learning cultures and a framework of the environmental factors affecting learning transfer. The article is not a report of an empirical study but provides an introduction of a research design about to be realized. It includes the comparison of two initial training programs for novel faculty in a Swiss and Catalan university and the environmental variables that might explain the reach of the learning transfer.",1]
["Strategic planning for higher education in developing countries: Challenges and lessons",2008,"https://eric.ed.gov/?id=EJ802591","Hayward, Fred M.","Society for College and University Planning","This article focuses on institutional strategic planning in three developing countries, Afghanistan, Madagascar, and South Africa, and draws on strategic planning experiences in other countries in which I have been involved over the last 15 years, including Bangladesh, Ethiopia, The Gambia, Ghana, Malawi, Namibia, Uganda, and Pakistan. As we look at these developing nations, we ask: What are the chances that students, faculty members, parents, business people, professionals, and other citizens will be able to find the quality education they crave? What might be done to realize their dreams? How might strategic planning assist in achieving these goals? What does experience in these nations suggest? What are the results to date?",1]
["Good practices in leveraging long-term training for institutional capacity strengthening",2014,"https://www.aplu.org/library/good-practices-in-leveraging-long-term-training-for-institutional-capacity-strengthening/file","Hervy, Anne-Claire; Gilboy, Andrew",null,"In May 2013, the Association of Public and Landgrant Universities (APLU), with the support of the United States Agency for International Development (USAID), established a knowledge network among long-term training and capacity development programs in the area of agriculture and food security to share knowledge and disseminate good practices on using long-term training to build human and institutional capacity. Through this knowledge network, APLU engaged in dialogue with a variety of implementers of individual training and/or institutional-development programs and funders of such programs through individual interviews and a series of public webinars. An online platform was also established via USAID's Agrilinks site to facilitate communication among members of the network and to share resources and tools. The network was formally named the Knowledge Network on Long-Term Technical and Leadership Training. This report was developed for USAID to document the results of the Knowledge Network and to encapsulate the knowledge shared and good practices promulgated through the webinar discussions as well as through individual discussions with implementers, program designers, and funders. This report also covers a number of additional topics that were not the focus of discussion during the webinars. The report is organized in two sections. The first gives a brief overview of the institutional strengthening lens through which the Knowledge Network examined good practices in long-term training. The second examines eleven topics related to long-term training and, through this lens of institutional strengthening as one of the goals of individual training, identifies good practices in each of these areas to achieve that goal.",1]
["The effect of institutional culture on change strategies in higher education: Universal principles or culturally responsive concepts?",2002,"https://doi.org/10.1080/00221546.2002.11777159","Kezar, Adrianna; Eckel, Peter D.","The Journal of Higher Education","This study attempts to fill the gap in the literature, moving beyond generalized principles of change, by adopting a two- tiered cultural framework to examine the effect of institutional culture on change strategies across six institutions. The two research questions addressed are: (1) is the institutional culture related to the change process, and how is it related? and (2) are change processes thwarted by violating cultural norms or enhanced by culturally sensitive strategies? The two theories adopted for exploring the relationship of culture and change are Bergquist's (1992) four academic cultures and Tierney's (1991) individual institutional culture framework. The dual level of analysis offers a multiple-lens perspective that is better suited to understand complex organizational phenomena (Birnbaum, 1988; Bolman {\\&} Deal, 1991). Analyses of the six institutions (three are presented as detailed case examples) engaged in change processes over a four-year period through case study methodology (interviews, document analysis, and observation) are presented, examining five core change strategies: senior admin- istrative support, collaborative leadership, robust design (vision), staff development, and visible actions. In addition to demonstrating a relationship between institutional culture and change, the results support several assumptions from cultural theory, including the significance of culturally appropriate strategies, the importance of examining multiple layers ofculture (enterprise, institutional, group), and the possibility of predicting which strategies will be more important. This study challenges conventional notions about change processes; namely, that one can follow a general principle or approach and not be aware of how distinct organizational cultures impact the process. Its findings suggest the need for practitioners to become cultural outsiders in order to observe their institutional patterns. The Bergquist and Tierney cultural frame- works provide initial templates for this analysis.",1]
["Increasing participation and attainment in higher education in Australia: The early effects of a “demand-driven” system",2014,"https://ideas.repec.org/a/oec/edukaa/5jz8tqsd095g.html","King, Conor; James, Richard","Higher Education Management and Policy","This article examines the early outcomes of the policy reforms that aim to increase substantially the proportion of Australians with a bachelor's degree and improve equity of access. The changes rely on student choices dictating the flow and overall volume of government funding. The authors analyse the new policies and their implications for students and higher education institutions, focussing on: i) the initial evidence of impact on student numbers and the nature of the patterns of growth; ii) the effects on equity and the mix of students enrolled, both overall and between institutions; iii) the impact of increasing enrolments on government fiscal constraints and the pressure on student charges; iv) ensuring learning outcomes for all students and high-level outcomes for the most capable; and v) the role of universities and the place of other higher education providers in an increasingly diverse system.",1]
["Managing Change at Universities – A selection of case studies from Africa and Southeast Asia",2013,"https://www.international-deans-course.org/fileadmin/user_upload/idc/Publication/Managing_Change_at_Universities___A_selection_of_case_studies_from_Africa_and_Southeast_Asia.pdf","Mayer, Peter; Wilde, Marc",null,"This publication contains nine case studies of change processes in higher education institutions in Africa and Asia. The case studies show the wide variety of challenges higher education institutions face. Quality management has become a key issue in virtually all countries around the world. The search for strategies for faculties or smaller units is another important issue. The authors show how careful reflection on the challenges, on the options available, on benchmarking internationally can help in identifying viable ways for managing the institutional transformation.",1]
["The Impact of tertiary education on development: A rigorous literature review",2014,"https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Tertiary%20education%202014%20Oketch%20report.pdf?ver=2014-06-24-161044-887","Oketch, Moses; McCowan, Tristan; Schendel, Rebecca; With Bangpan, Mukdarut; Terano, Mayumi; Marston, Alison; Rawal, Shenila; Carpentier, Vincent; Furniss, Graham; Huttly, Sharon; McMahon, Walter; Oliver, Sandy; Prasadam-Halls, Ben; Temple, Paul; Unterhalter, Elaine",null,"After a long period in which the international development community has placed emphasis on primary education, there is now renewed interest in tertiary education (TE). However, the extent and nature of the impact of TE on development remains unclear. This rigorous review seeks to address this question in the context of low- and lower-middle- income countries (LLMICs). Overall, while there is a large body of literature on TE in LLMICs, the majority of studies focus on the characteristics of TE systems and institutions, or on the short-term effects of interventions (for example, on policy and funding arrangements). We found relatively few studies that sought evidence of the broader impact of TE on development in LLMICs. A conceptual framework was developed in order to structure the review of literature. Drawing on theories relating TE to human capital development, endogenous development, capabilities and institutional growth, multiple potential pathways to impact were identified. These pathways lead to improvements in five forms of outcome: earnings, productivity, technological transfer, capabilities and institutions.",1]
["Technical and Vocational Education and Training (TVET) Interventions to Improve the Employability and Employment of Young People in Low‐ and Middle‐Income Countries: A Systematic Review",2013,"https://link.springer.com/article/10.1186/1877-6345-5-3","Tripney, Janice; Hombrados, Jorge; Newman, Mark; Hovish, Kimberly; Brown, Chris; Steinka‚ÄêFry, Katarzyna; Wilkey, Eric","Campbell Systematic Reviews","The increase of low-income, low-skilled youth in the labour market, particularly in developing countries, is a major concern internationally. In some regions of the world, young people are nearly three times as likely as adults to be unemployed. They are also more likely to work in the informal labour market than adults, in low quality jobs that offer limited socio-economic security, training opportunities, and working conditions. This enormous unlocked potential represents a substantial loss of opportunity for both individuals and society. With increasing emphasis being given to work- and skills-based solutions to economic competition and poverty in the developing world, comes a renewed focus on technical and vocational education and training (TVET) as a means to expand opportunities for marginalised youth. Although several reviews have attempted to summarise the existing research in this area, there are a number of limitations to these reviews. There is a need to systematically examine the evidence base to provide a picture of the types of TVET interventions being used to raise employment, to identify those that are effective and ineffective, and to identify areas in which more research needs to be conducted. The main objective of this systematic review was to summarise the available evidence on the effects of TVET interventions for young people in developing countries to inform policy, practice, and research. The questions guiding this study were: 1) What are the effects of different models of technical and vocational education and training (TVET) interventions on the employment and employability outcomes of young people, aged 15-24 years, in low- and middle-income countries? 2) What do the findings suggest about moderating effects?",1]
["Knowledge Policies and Universities in Developing Countries: Inclusive Development and the \"Developmental University\"",2015,"https://doi.org/10.1016/j.techsoc.2014.10.004","Arocena, Rodrigo; Göransson, Bo; Sutz, Judith",null,"This paper links development approaches with innovation systems theory and social inclusion concerns. In exploring the relationship between development and knowledge, we propose a sequential analytical model that considers values, facts and policies as a coherent whole. This allows us to go deeper into the question of how policies for promoting the production and use of knowledge able to foster different facets of social inclusion can be formulated and implemented. We propose to call such policies \"democratization of knowledge policies\" they are one of the means to achieve inclusive development. We provide examples of how these policies work in practice, and explore how the university, a vital part of any national innovation system, can play a role in the emergence and consolidation of the democratization of knowledge. Universities that embrace that role may be considered developmental universities. They fulfill it in great part by providing effective incentives to include in their research agendas the kind of problems whose solutions can lead to an enhancement of social inclusion. However, developmental universities cannot function in isolation. It is argued that their effectiveness depends on the rise of a sustained and strong demand that is able to put knowledge at the direct service of shared social goals, among which diminishing inequality is particularly important. The paper presents a case in Uruguay that illustrates an ongoing transformation towards a developmental university.",1]
["Final performance evaluation of the higher education for economic growth activity",2018,"https://pdf.usaid.gov/pdf_docs/PA00T881.pdf","Megan, Gavin; Cristina, Accioly; Oscar, Picardo","Mendez England and Associates","The purpose of the final performance evaluation of the Higher Education for Economic Growth Activity (HEA) is to provide recommendations to: 1) the Activity for the final year; and 2) the United States Agency for International Development (USAID) for future programming. The evaluation focused on five evaluation questions (EQs), including: assessing results (EQ 1); the role of clusters (EQ 2); the government and higher education institutions (EQ 3); gender (EQ 4); and analyzing the extent to which results will be sustained (EQ 5). The evaluation used a mixed-methods approach, including document review; analysis of HEA's monitoring and evaluation data and performance indicators; key informant interviews and surveys for faculty/staff; focus group discussions; and direct observation. Key illustrative findings include: 1) teachers consider diploma programs available, high quality, and well facilitated; 2) trust has been established via positive and significant effects from collaboration; 3) while there has been an established approach to construct a higher education policy, the approach needs to be broader in terms of participants (including the government); 4) there is improved access to science, technology, engineering, and math for women and girls; and 5) the Centers for Career Development, which promote student engagement with the private sector, are the most likely to sustain. The evaluation recommends that USAID continue to support the investigations, curriculum reform implementation, teacher training, and scholarships, as well initiate as the construction of an entity to strategically integrate and give continuity to the cluster model.",1]
["Universities as the Engine of Economic Growth: Insights from Developing the First IndustryHigher Education Clusters in El Salvador",2017,"https://pdf.usaid.gov/pdf_docs/PBAAJ735.pdf","RTI International","USAID","We explore the recent undertaking in El Salvador to establish the country's first industry-higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agroindustry and food processing. These clusters take a systems approach to aligning higher education institutions (HEis) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Finally, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-level economic benefits. Strategies presented include: 1) treat aligning educational systems to respond to labor market needs as a complex systems problem; 2) create a common vision that can unite sectors followed by a clear road map; 3) create quick wins early on to keep people engaged and demonstrate in tangible terms what benefits different actors are getting; 4) clusters require organizational structure; 5) higher education and industry need to learn to speak each other's languages; 6) shift from short-termism to long-term thinking; 7) HEIs, industry, and government need to share costs and co-finance the resources for partnerships; 8) clusters should clearly define what success\" of the collaboration will look like in 3-5 years and develop mechanisms and indicators for accountability.\"",1]
["USAID Higher Education for Economic Growth Activity:A path towards the Fourth Industrial Revolution in El Salvador",2019,"https://pdf.usaid.gov/pdf_docs/PA00TQHC.pdf","RTI International","USAID","This document gives an account of the validity and effectiveness of the approach adopted by the USAID Higher Education for Economic Growth Activity in addressing the indicators associated with innovation, skills development and business dynamism during its interventions. The Activity established the cluster model as an institutional platform on which mutually beneficial relationships between the HEIs, industry and the government were built; a partnership was formed to ensure the quality of human resources by improving the training programs that are offered. Innovation was also promoted as a way to solve industry issues or increase production. When creating the clusters, the Activity chose four sectors based on their potential for growth and their importance within the economy: (1) Information and Communications Technology; (2) Light Manufacturing; (3) Energy and Energy Efficiency; and (4) Agro-Industry and Food Processing. Over the course of five years of Activity implementation, an institutional framework of university, industry and government collaboration was achieved, which allowed for the definition and implementation of programs that are aligned with the critical variables of innovation, the development of human talent, and business dynamism, in the context of the opportunities of the Fourth Industrial Revolution. The diverse Activity interventions have shown us the value of focusing on human capital, transforming the higher education system, equipping it with skills for innovation, and contributing to strengthening relationships with the production sector.",1]
["Knowledge Policies and Universities in Developing Countries: Inclusive Development and the \"Developmental University\"",2015,"https://doi.org/10.1016/j.techsoc.2014.10.004","Arocena, Rodrigo; Göransson, Bo; Sutz, Judith","Technology in Society","This paper links development approaches with innovation systems theory and social inclusion concerns. In exploring the relationship between development and knowledge, we propose a sequential analytical model that considers values, facts and policies as a coherent whole. This allows us to go deeper into the question of how policies for promoting the production and use of knowledge able to foster different facets of social inclusion can be formulated and implemented. We propose to call such policies \"democratization of knowledge policies\" they are one of the means to achieve inclusive development. We provide examples of how these policies work in practice, and explore how the university, a vital part of any national innovation system, can play a role in the emergence and consolidation of the democratization of knowledge. Universities that embrace that role may be considered developmental universities. They fulfill it in great part by providing effective incentives to include in their research agendas the kind of problems whose solutions can lead to an enhancement of social inclusion. However, developmental universities cannot function in isolation. It is argued that their effectiveness depends on the rise of a sustained and strong demand that is able to put knowledge at the direct service of shared social goals, among which diminishing inequality is particularly important. The paper presents a case in Uruguay that illustrates an ongoing transformation towards a developmental university.",1]
["Knowledge Policies and Universities in Developing Countries: Inclusive Development and the \"Developmental University\"",2015,"https://doi.org/10.1016/j.techsoc.2014.10.004","Arocena, Rodrigo; Göransson, Bo; Sutz, Judith",null,"This paper links development approaches with innovation systems theory and social inclusion concerns. In exploring the relationship between development and knowledge, we propose a sequential analytical model that considers values, facts and policies as a coherent whole. This allows us to go deeper into the question of how policies for promoting the production and use of knowledge able to foster different facets of social inclusion can be formulated and implemented. We propose to call such policies \"democratization of knowledge policies\" they are one of the means to achieve inclusive development. We provide examples of how these policies work in practice, and explore how the university, a vital part of any national innovation system, can play a role in the emergence and consolidation of the democratization of knowledge. Universities that embrace that role may be considered developmental universities. They fulfill it in great part by providing effective incentives to include in their research agendas the kind of problems whose solutions can lead to an enhancement of social inclusion. However, developmental universities cannot function in isolation. It is argued that their effectiveness depends on the rise of a sustained and strong demand that is able to put knowledge at the direct service of shared social goals, among which diminishing inequality is particularly important. The paper presents a case in Uruguay that illustrates an ongoing transformation towards a developmental university.",1]
["The entrepreneurial university: a proposed model for developing nations",2019,"https://www.emerald.com/insight/content/doi/10.1108/JMD-11-2018-0347/full/html","Bizri, Rima; Hammoud, Jamil; Stouhi, Marwa; Hammoud, Manar","Journal of Management Development","Purpose: The purpose of this paper is to propose a model for entrepreneurial universities (EPUs) that operate in developing countries, as most of the existing research has either focused on the western context or neglected context altogether. The model is intended to identify the EPU's key success factors while taking into consideration its contextual constraints. Design/methodology/approach: A 60-item survey instrument was designed and distributed across the top 10 QS-ranked universities in Lebanon, and the data were analyzed using structural equation modeling with SmartPLS. Findings: The results of data analysis confirmed the influence of resources and capabilities and knowledge transfer as the two most powerful ‚Äúuniversity-specific‚Äù success factors. Importantly, the relationship between the university-specific factors and innovation was mediated by the presence of a strong entrepreneurial culture, while an entrepreneurship environment was found to be conducive to entrepreneurship outcomes of the EPU. Originality/value: This paper fills a gap in the literature by suggesting a model for the EPU in developing nations, taking into consideration the various constraints of those nations.",1]
["Applicability of the high performance organization framework in the Middle East: The case of Palestine Polytechnic University",2012,"http://dx.doi.org/10.1108/17537981211265598","de Waal, Andres; Sultan, Suhail","Education, Business and Society: Contemporary Middle Eastern Issues","Purpose: Interest in creating high performance organizations (HPOs) has been growing in the Middle East and Middle Eastern managers have been looking into practices that will help them elevate organizational performance. Unfortunately there is a shortage of HPO studies conducted in the Middle East which could help these managers. The purpose of this paper is to examine the applicability of the recently developed HPO Framework in a Middle Eastern context, namely at Palestine Polytechnic University (PPU). The goal of the study was to evaluate whether this framework could be applied in the Middle Eastern context and thus help improve performance of Middle Eastern organizations. Design/methodology/approach: A workshop was conducted with management and staff of the university at PPU's premises in Hebron. During the workshop, management, staff and teachers filled in the HPO questionnaire, which gauges the current HPO status of an organization. The resulting HPO score of PPU, and the comparison with the scores of other Middle-Eastern organizations in the database of the researchers, were discussed during a workshop with representatives of PPU and initial improvements were established and put down in an action plan. Findings: With an average HPO score of 6.8, PPU was an average scoring organization that performed more or less the same as the other Middle-East organizations. However, two main issues for PPU emerged that had to be addressed in order to transform the university in an HPO. The first issue was that PPU's performance management process had to be improved, as not everything that mattered to PPU's performance was communicated to everybody adequately enough. The second issue was that the performance-driven behavior of PPU's people had to be strengthened, as the decision-making and action-taking processes took too long and people were nor resilient and flexible enough to deal quickly with changing conditions. Practical implications: Practically, the research findings could help managers of Middle Eastern organizations to achieve sustainable high performance in their organizations. Originality/value: The research described in this paper constitutes one of the first studies into the determining factors of sustainable high performance in the Middle East and as such, it adds to the strategic management literature by showing that the HPO concept can be applied in the Middle East to evaluate the high performance status of Middle Eastern organizations. {\\textcopyright} Emerald Group Publishing Limited.",1]
["Why are there so few world-class universities in the Middle East and North Africa?",2018,"http://doi.org/10.1080/0309877X.2017.1349881","Forster, Nick","Journal of Further and Higher Education","This article explains why there are so few world-class universities in the Middle East and North Africa (MENA) region today. It first summarises the systemic exogenous economic, political and social problems facing all countries in the region, and the impact of these on the development of their higher education sectors in recent times. Then, with reference to the Times Higher Education and Webometrics rankings of the world's leading universities, the article describes several endogenous explanations for the absence of world-class universities in the 19 countries of the MENA region. These include the lack of strategic investment in research and teaching in local universities; the absence of intellectual freedom and the constraints imposed on the free expression of ideas in all MENA universities; the failure of universities in the region to encourage, monitor and reward high-quality and high-impact research (and teaching) in the natural and social sciences, the humanities and the liberal arts; and the anti-scientific mind-sets of local ruling political elites, many Islamic theologians, and those who are responsible for the oversight and administration of universities in the region. The limitations of this exploratory study and suggestions for future research are then described. The article concludes by explaining why it is highly unlikely that the political and educational leadership of countries in the MENA region will initiate the institutional higher education reforms that would be required to build world-class research-teaching universities in the foreseeable future.",1]
["Mapping the field of educational leadership and management in the Arabian Gulf region: A systematic review of Arabic research literature",2020,"https://www.mendeley.com/catalogue/f62ec02d-53d6-33d1-9396-6698fab2931a/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7B5440b673-47ba-464e-a8d3-bed2a5fbfcea{\\%}7D","Hammad, Waheed; Samier, Eugenie A.; Mohammed, Azzam","Educational Management Administration {\\&} Leadership","The purpose of this systematic review was to identify trends in educational leadership and management (EDLM) knowledge production in the Arabian Gulf region, drawing on a database of 272 studies published in local (Arabic) journals over a 10-year period (2009‚Äì2018). The review focused on the geographic distribution of the literature, authorship trends, types of studies, research topics, research methods and data collection techniques. The study employed quantitative methods aimed at highlighting patterns of EDLM knowledge production rather than synthesising research findings. The study used the Arabic databases hosted by Dar Almandumah (EduSearch, EcoLink, IslamicInfo, AraBase, and Humanindex), in addition to the Shamaa database to identify relevant sources. The study found that the literature under investigation reflected many of the features characterising EDLM literatures from other developing countries, especially in terms of the types of studies, topical coverage and research methods. The most notable features included uneven geographic distribution, predominance of single-authored papers, absence of certain important topics, prevalence of empirical articles, and heavy reliance on quantitative research methods and data collection techniques. Recommendations were provided to improve future EDLM research in the region. The study supports findings from previous reviews of EDLM literature in the Arab region and highlights the need for more concerted efforts to enhance the quality and relevance of this literature to increase its ability to inform policy and practice.",1]
["Learning experiences for academic deans: Implications for leadership coaching",2020,"https://www.mendeley.com/catalogue/a1880ec4-4ef6-36be-8461-5fcb59df0380/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7Ba1727486-860d-4051-bd11-64ba163755f7{\\%}7D","Nadeem, Iftikhar; Garvey, Bob","International Journal of Evidence Based Coaching and Mentoring","This paper is the result of a unique combination PhD research and an intensive leadership coaching among Academic Deans and equivalent leadership roles within a university in the Middle East. Academic Deans have a complex 'in between' role. This level of complexity can create significant leadership and personal challenges. Coaching can offer an opportunity to enable these middle leaders to develop insights and strategies to cope with these challenges. However, a competent coach is not enough to work with the complexities of this group of people. A more flexible and adaptive coach is needed with a repertoire of skills and processes to draw upon to serve the needs of the coachees. Employing an Interpretative Phenomenological Analysis (IPA), the study identified some key themes in the findings about the ways in which the Deans learned. These include developing a mindful, reflective and calm environment, learning preferences are associated with the subject disciplines of the Deans and learning by observation. Drawing on adult learning theory and the research data this paper explores the development of such a process framework and concludes that a competence based approach to coach develop is inadequate for the complexities of the task.",1]
["Towards an entrepreneurial university: case of Tunisia",2020,"https://www.worldscientific.com/doi/10.1142/S0218495820500028","Sidrat, Sawsen; Boujelbene, Younes","Journal of Enterprising Culture","In this paper, we shed light on the entrepreneurial university in Tunisia through a quantitative survey of 532 heads of Tunisian universities to explore, identify and understand the factors that help a Tunisian university to become an entrepreneurial one. Our results showed that to become entrepreneurial, the university should adopt an entrepreneurial orientation, in other words, it should be innovative, autonomous, proactive, risk taker and competitive. In this context, a proposed conceptual model can be used as a tool for the universities wishing to initiate and implement an entrepreneurial orientation policy.",1]
["Alternative modes of financing higher education in Nigeria and the implications for university governance",2002,"http://www.jstor.com/stable/43658062","Aina, Olabisi I.","Obafemi Awolowo University","The problems of under-funding and over-reliance on government funds remain a clog in the wheel for university governance in Nigeria. The inadequate funding of the universities has had profound effects on teaching and research, while universities in Nigeria have been forced to embark on income generating projects in order to source alternative funds. Using data from a recent study, this essay explores different alternative modes of financing higher education in Nigeria, and the implications for university governance. Four Nigerian universities were surveyed, while field data were collected using the questionnaire survey method, in-depth interview, direct observation of facilities and infrastructures, and focus group discussions (FGDs). The study found that Nigerian universities are now opening up to new innovations in the area of sourcing non-governmental funds. The process has serious implications for the quality of teaching and research, while commercial ventures being generated are fraught with problems of management, including issues of accountability, profitability, and sustainability. The paper prescribes ways of overcoming some of the governance problems confronting the university system in Nigeria, as it grapples with economic realities, and the achievement of its original mission statement-teaching and research, and the building of human minds.",2]
["The impact of Ghana's higher education governance and regulatory framework on financial sustainability",2010,"https://ejournals.bc.edu/index.php/ijahe/article/view/10928","Ayam, Justice Ray Achoanya","Catholic University College of Ghana","Higher Education governance, legal and regulatory regimes in Ghana are important factors in the complex Higher Education landscape and its atten- dant funding challenges. Increased global demand for Higher Education highlights the importance of this framework in ensuring sustainable funding of the sector. The study assessed the impact of governance and regulatory variables on financial sustainability using a quantitative research methodology and a well-validated research instrument for correlational analysis. The findings revealed a statistically significant relationship between the com- bined effect of all eight variables while the variable, institutions undergo accreditation was the only one that was significant in predicting the best fit equation for financial sustainability. The recommendations arising from the findings will assist policy-makers to undertake relevant reform of the current governance, legal and regulatory practices in the country.",2]
["Innovative management for organizational sustainability in higher education",2016,"www.emeraldinsight.com/1467-6370.htm","Barnard, Zenia; Van der Merwe, Derek","International Journal of Sustainability in Higher Education","The purpose of this paper is to provide an overview of the innovative management strategies at the University of Johannesburg (UJ) during volatile post-merger years, in its quest for a sustainable future. It illustrates how the institution went from a place of relative uncertainty and volatility to a place of progression and stability by adapting to its environment and challenging circumstances. Design/methodology/approach , A holistic and inter-disciplinary approach is taken by the authors to demonstrate that organizational innovation and sustainability do not happen in isolation. The paper includes a literature review to contextualize the challenging environment in which the UJ was established and functions. A brief description of the strategic goals of the university is provided as a framework from within which the innovative management activities were launched. Data and information from the UJ's stakeholder reports were used as measurement tools to determine the progress in reaching strategic targets. Findings: Innovation in higher education reported on in this paper is a result of many planning sessions, policy and procedure formulations, brainstorming and benchmarking exercises, performance reviews, management interventions and statistical analyses. A set of necessary and sufficient conditions for innovation in sustainable development in higher education include decisive leadership on strategic direction; regular, flexible and inclusive planning; regular culture climate surveys; constant monitoring of progress; and strategic agility that is essential to promote innovation among the entire workforce. Originality/value ‚Äì The challenges, context and approaches provided in this paper serve as a frame of reference for other institutions of higher learning that face similar challenges in a dynamic, diverse and volatile environment.",2]
["External Evaluation of the Kinshasa School of Public Health",2016,"https://dec.usaid.gov/dec/content/Detail.aspx?vID=47&ctID=ODVhZjk4NWQtM2YyMi00YjRmLTkxNjktZTcxMjM2NDBmY2Uy&rID=MjI1MzYy","Colwell, Brian; with Rimoin, Anne; Chickering, Kirstin; Doshi, Reena; Hoff, Nicole; Sinai, Cyrus; Museme, Kamy; Mukadi, Patrick","Texas A&M University, Center on Conflict and Development","This evaluation project, funded by the US Agency for International Development, aims to determine how effective the support provided to the Kinshasa School of Public Health over time has contributed to helping the school fulfill its mandate as a training and research institution. Beyond the primary aim, secondary aims included in the request are ‚Äú{\\ldots} to identify what assistance could be most effective for enhancing KSPH's role in strengthening human resources for health in the DRC, answer the question of how well various stakeholders, especially the Ministry of Health, have been served by the school, and provide recommendations to ensure that sound business practices are followed, with an emphasis on improving sustainability.",2]
["Making higher education finance work for Africa",2011,"https://academic.oup.com/jae/article-abstract/20/suppl_3/iii133/735286?redirectedFrom=PDF","Devarajan, Shantayanan; Monga, Célestin; Zongo, Tertius","Journal of African Economies","This paper identifies the twin problems of higher education financing in Africa --inadequate resources and poor use of existing resources -- and traces them to the preponderance of free, public tertiary education in most countries, despite a weak economic rationale for such an approach and unintended consequences of inequitable access and politicization of higher education. It proposes a reform of higher education finance based on principles of rationalizing government's role, taking into account the politics of such reforms and the institutional changes needed for a wellfunctioning system of tertiary education in Africa.",2]
["Higher education in francophone Africa: What tools can Be used to support financially-sustainable policies",2008,"http://hdl.handle.net/10986/6385","Gioan, Pierre Antoine","The World Bank","The higher education and research sector in the French-speaking countries of Africa has, for more than a decade, been in a state of severe crisis, stemming from an increasing disparity between the requirements vital to providing high quality education and the available resources. The goal of this article is to: i) highlight the factors which have lead to the development of this situation in most countries; ii) identify the conditions for creating a framework to regulate the trends in the higher education and research systems and allow them to be more financially sustainable; and iii) identify ways of increasing funding for this sector as well maintaining its level of quality. The main tools to support financially-sustainable policies include: i) controlling student inflows into higher education in order to avoid an increase in the student population that will be difficult to manage; ii) targeting student assistance more effectively towards the most disadvantaged and deserving students; iii) limiting the duration of study at the higher education level in order to prevent the number of students from building up in the institutions; iv) guiding students more effectively towards courses that offer better employment prospects; v) trying to promote a higher education private sector through fiscal and non-fiscal incentives; vi) reducing unit education costs; and vii) mobilizing additional self-generated resources.",2]
["Financing higher education : Income generation in Ugandan public universities",2018,"https://hdl.handle.net/10520/EJC-17245edabc","Kamanzi, Stella-Maris; Neema-Abooki, Peter","Journal of Public Administration","Public universities are mandated to advance learning, promotion of research, dissemination of knowledge, and other provisions that serve towards community engagement. Fulfilment of this mandate is reliant on an institution's effec- tiveness, which is largely dependent on the adequacy of funding. However, the Government of Uganda is continuously reducing funding towards universities. The article studies strat- egies employed in resource mobilisation in public universities in Uganda, examines the challenges faced in resource mobilisation, and ultimately suggests possible strategies to improve on financial and other resources in the public universities in the country. It has been found that public universities still rely on funding with more than 50{\\%} of their budgets being covered by the government despite the phenomenon that private students constitute more than 80{\\%} of the universities' population. Apart from private students' tuition, public universities raise funds from donations and grants, hiring of facilities, research and consul- tancy services, and educational services such as short-term courses. This article articulates how comparative education contributes towards interdependence within global citizenship. It advances the view for a shared presence and a common future by highlighting the need for government-owned universities in Uganda to endeavour to explore other viable alternative sources of funding.",2]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan",null,"Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:",2]
["Affording the unaffordable: Cost sharing in higher education in Sub-Saharan Africa",2003,"https://www.jstor.org/stable/1493025?seq=1","Oketch, Moses O.","Peabody Journal of Education","The purpose of this article is to discuss some financial aspects of the future development of higher education in Africa entering the 21st century. Two main aspects can be distinguished: First, problems that concern the economy as a whole, the macroeconomic problems; second, questions that apply to the individual institutions of higher education. The former group includes questions such as: How much will the future expansions of higher education in Africa cost? How large is the capacity of African economies to finance this expansion and to what extent can tuition be applied? The article makes three recommendations to Africa's higher education: Flexible tuition fees; a well-designed loan scheme; and a proactive measure to promote access and quality.",2]
["Financing higher education in sub-Saharan Africa: some reflections and implications for sustainable development",2016,"https://www.mendeley.com/catalogue/02d16d95-c47e-330a-9f20-61343805facd/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7Be41869ce-394c-3fb4-8027-743a5e5b7d9c{\\%}7D","Oketch, Moses","Higher Education","The purpose of this article is to discuss how best to finance higher education in low-income countries of sub-Saharan Africa, drawing on benefits and drawbacks of the prevalent models of higher education finance, and lessons to be learned from countries which have seen greater expansion of their higher education systems in recent decades. Two main aspects are distinguished: first, a recognition of the powerful evidence that the general level of education in a country, its human capital, matters in determining a path to economic development; second, understanding that it does not help to produce large number of unemployed graduates whose only option due to absence of jobs is to engage in rent-seeking activities which in the end undermine both the essence of the human capital investment made, and job creation to be associated with human capital skills. Three areas are discussed, fully publicly financed ‚Äúfree‚Äù university education model; feasibility and lessons about fees; feasibility and lessons about loans. In addition, the paper makes suggestions on the measures to widen participation and promote equity and quality.",2]
["Mid-Term evaluation of the American University of Afghanistan",2016,"https://dec.usaid.gov/dec/content/Detail.aspx?vID=47&ctID=ODVhZjk4NWQtM2YyMi00YjRmLTkxNjktZTcxMjM2NDBmY2Uy&rID=MjE2NTk1","Ahmadzi, Nasrullah; Latif, Zuhal; Lightfoot, Michael; Nasiri, Friba; Rezaie, Ammar; Sullivan, Earl Leroy","Checchi and Company Consulting, Inc.","The purpose of USAID funding is to support the permanent establishment of an American style University in Afghanistan that will imprint values of academic freedom, high quality instruction, research, academic honesty, work ethic, and community service to its graduates joining the national and international labor force. The evaluation team reviewed AUAF's progress in addressing the various program components specified in the Cooperative Agreement: a) Academic and professional outcomes; b) Enhancing the quality of programs; c) Expanding programs for women; and d) Increasing Financial Self-Sufficiency.",2]
["Financing higher education and economic development in East Asia",2011,"http://epress.anu.edu.au","Armstrong, Shiro.; Chapman, B. J. (Bruce J.); ANU E Press.",null,"This volume addresses important issues to do with access to higher education and different models of its financing in the East Asia region. It is enriched by diverse perspectives from vastly different starting points and by the historical and institutional settings in the region. The issues are set out in the context of the value of higher education in economic development and how it contributes to the capacities to adopt and adapt to new technologies and undertake institutional innovation. The established and well-functioning higher education loan and financing systems, such as those in Australia, and the experience of different systems tried‚Äîboth in East Asia and in the United States‚Äîare brought to bear in this volume.",2]
["Public University Autonomy in Afghanistan: Assessment of Three Dimensions - Financial, Academic, and Administrative",2019,"https://pdf.usaid.gov/pdf_docs/PA00V11F.pdf","Berger, Joseph B.; Siwash, Najib; Zargar, Waheedullah; Assadullah, Sulaimen; Hedayet, Mujtaba; Aslami, Hassan; Wajdi, Habibullah; Mussaway, Javid",null,"Assessment of eight public universities in Afghanistan. Assesses each institution's financial, academic, and administrative autonomy. Discussion of importance of each dimension of autonomy and challenges the universities faced. Discussion of budgets, budget planning, recruitment, income generation, research, branding and marketing.",2]
["Financing TVET: A comparative analysis in six Asian countries",2019,"https://www.afd.fr/en/ressources/financing-tvet-comparative-analysis-six-asian-countries","GONÇALVES Christine Uhder","Agence Fran{\\c{c}}aise de D{\\'{e}}veloppement, AFD","Over the last years, technical and vocational education and training (TVET) has been rising in the political agenda of both the international community and many governments around the world. In the new Agenda for Sustainable Development, which will guide the actions of the international community for the next fifteen years, TVET is expected to address multiple demands by helping young people and adults develop the skills they need for employment, decent work and entrepreneurship, promoting equitable, inclusive and sustainable economic growth, and supporting transitions to green economies and environmental sustainability. Yet the question of how to finance this priority is still insufficiently explored. In order to improve their ability to provide sound, evidence-based analysis and advice to their constituents, the French Development Agency (Agence Fran{\\c{c}}aise de D{\\'{e}}veloppement, AFD) and UNESCO launched a regional comparative study on TVET financing approaches. Looking into the example of six Asian countries (Laos, Malaysia, the Philippines, Republic of Korea, Thailand and Viet Nam) and benchmarking them against international practices in Europe, Latin America, Africa and other Asian countries, this study raises issues and explores ways to respond to the challenge of TVET funding.",2]
["Mid-term evaluation of the Indonesian Higher Education Leadership and Management (HELM) project",2015,"https://dokumen.tips/documents/mid-term-evaluation-of-the-indonesian-higher-education-pdfusaidgovpdfdocs.html","Haugen, Valerie; Pfahl, Nancy Lloyd; Dwatmadji; Arlianti, Rina; Astuti, Erlyn Yuli","International Business and Technical Consultants, Inc. (IBTCI)","The HELM project is one of two USAID higher education projects initiated between 2010 and 2014. HELM is a five-year USD{\\$}19.678 million project under implementation from November, 2011 to November, 2016. HELM aims to build the capacity of higher education leaders and managers from 50 public and private HEIs, including universities, polytechnics and community colleges. These 50 institutions are located across Indonesia that are grouped in two cohorts, each with 25 HEIs respectively. Engagement with Cohort 1 institutions commenced in 2012 and Cohort 2 engagement commenced in mid-2014. HELM seeks to increase the capacity of these HEIs in 4 core management areas: 1. General Administration and Leadership 2. Financial Management 3. Quality Assurance; and 4. Collaboration with External Stakeholders. HELM uses a number of strategies to enhance capacity in these institutions. Four components comprise the delivery strategy: 1. Design technical assistance approaches to achieve effective implementation of key reforms across the higher education system, coordinating with Directorate General for Higher Education/ Direktorat Jenderal Pendidikan Tinggi (DIKTI) and maximizing opportunities to internalize best practice within the Higher Education (HE) system; 2. Provide technical assistance to increase management capacity and improve performance at partner HEIs and disseminate best practices; 3. Strengthen graduate-level programs in higher education leadership and management; and 4. Support Special Initiatives by providing assistance to advance reforms and innovation within management of HEIs.",2]
["Good practice in cost sharing and financing in higher education | Asian Development Bank",2009,"https://www.adb.org/publications/good-practice-cost-sharing-and-financing-higher-education","Levine, Victor","Asian Development Bank","Higher education will have increasing importance in channeling human resources to support social development and economic growth but faces resource constraints and competing priorities in ADB's developing member countries (DMCs). Sudden and large shifts of government financing to higher education in DMCs may derail adequate funds for basic and secondary education. It is thus critical that new paradigms be found for financing higher education. With its well-developed framework for planning, project preparation, and analysis, and its excellent track record in education, ADB is well positioned to provide leadership in this important area. This good practice guide focuses on policy options, strategies, and practical tools for identifying and obtaining information to feed into country-specific dialogue concerning funding shortfalls and innovative methods of higher education finance, including partnerships with the private sector.",2]
["Innovative financing of higher education: Changing options and implications",2018,"https://journals.sagepub.com/doi/abs/10.1177/2347631117738644","Panigrahi, Jinusha","Higher Education for the Future","With the onset of new public management, there is a shift in the methods of financing of higher education institutions across the countries of the world, particularly emerging market economies, from public financing to private financing of higher education.1 Many countries adopted this shift very quickly while others have moved towards a gradual shift in adopting new systems to various extents. With the gradual decline in public financing of higher education institutions in developing countries like India, due to the competing demand for public funds and thereby privatization of public higher education institutions to share the cost of higher education to meet the growing demand for higher education, there are many new innovative methods that are adopted to finance higher education institutions. Further, the massification of higher education has encouraged the expansion of private higher education institutions to meet the sudden burst in the demand for higher education. The article discusses the issues and challenges in implementing the innovative methods of financing across the developed and developing countries with special regard to their implementation in a developing country like India.",2]
["Mid-term performance evaluation of the University Support and Workforce Development Program (USWDP)",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?",2]
["The Impact of EU Programmes on Financing Higher Education Institutions in Western Balkans – Evidence from Kosovo",2020,"https://journals.um.si/index.php/lexonomica/article/view/530","Jusufi, Gezim; Ajdarpasic, Suada","Lexonomica","The main goal of this paper is to analyse the financial effects of EU education and research programs on the development of higher education institutions in Western Balkan countries with a special emphasis given to Kosovo. To achieve the set goal, we have used the integrative review method. The Western Balkan HEIs do not have sufficient financial capacity to develop new curricula, new study programmes and research projects. They must therefore make use of EU education and research programmes to cover this gap. The evidence provided in the paper supports the idea that HEIs of the countries with low economic development, political challenges and lack of institutional capabilities will have a difficult time funding such undertakings without the assistance of EU programmes. Thus, these programs have a great impact on financing these educational institutions effectively. Therefore, their impact on the funding of universities in this region should be elaborated. It should be noted that there is little research which elaborate the impact of these programs on funding Western Balkan HEIs. These are key findings of the paper.",2]
["Student finance policies worldwide: Leveraging funding for attainment and equity in higher education",2019,"https://www.acenet.edu/Documents/Student-Finance-Policies-Worldwide.pdf","Gayardon, Ariane De; Brajkovic, Lucia","American Council on Education","This report analyzes national-level higher education financing approaches for a diverse set of countries world- wide, and how each approach relates to equity and attainment. This analysis provides a frame of reference for policymakers to use appropriate funding policies to improve equity and ensure completion. The report begins with an analysis of cost-sharing funding approaches‚Äîpolicies that determine who pays for higher education. We break national funding policies worldwide into four categories: 1) free tuition (both open and restricted access), 2) low tuition fees, 3) high tuition fees supported by loan schemes (mortgage-style and income-contingent), and 4) dual-track policies. We then turn to funding approaches designed to improve equity or foster completion and discuss whether these approaches are working. Throughout the report, we draw on examples from many different national systems and look for patterns linking these policies to equity and attainment outcomes for students. In the conclusion, we consider the future of these policies worldwide and how governments can best use limited resources to ensure that disadvantaged students not only enroll in universities but also complete their degrees.",2]
["Evaluating financial sustainability of higher education institutions",2015,"http://dx.doi.org/10.5539/ass.v11n20p34","Sazonov, Sergei P.; Kharlamova, Ekaterina E.; Chekhovskaya, Irina A.; Polyanskaya, Elena A.","Asian Social Science","Economic reforms and reforms in the educational sphere have contributed to the increase of the concern towards the efficiency of the activity of educational organizations and higher educational establishments, in particular. This deals with the increased competition in both international and national markets for educational services; the growth of informational openness of higher education establishments and the enhanced role of strategic planning. All these aspects are gradually leading to a new objective that faces higher education establishments, which is a necessity to demonstrate the efficiency of their education services and support it with definite indices. Under conditions of budgetary expenditures, the problem of financial sustainability and efficiency of higher education institutions is becoming urgent, being focused on searching for possibilities to develop education establishments. In this context, the most important issue deals with developing approaches for quantifying financial sustainability and identifying the directions and means of its rise. The article suggests the method for defining the financial sustainability of higher education institutions and discusses both the indices, applied for financial sustainability evaluation, and their threshold values.",2]
["Can student loans improve accessibility to higher education and student performance?: An impact study of the case of SOFES, Mexico",2004,"https://www.researchgate.net/publication/23549729_Can_Student_Loans_Improve_Accessibility_to_Higher_Education_and_Student_Performance_An_Impact_Study_of_the_Case_of_SOFES_Mexico","Canton, Erik; Blom, Andreas","The World Bank","Financial aid to students in tertiary education can contribute to human capital accumulation through two channels: increased enrollment and improved student performance. We analyze the quantitative importance of both channels in the context of a student loan program (SOFES) implemented at private universities in Mexico. With regard to the first channel, enrollment, results from the Mexican household survey indicate that financial support has a strong positive effect on university enrollment. Given completion of upper secondary education, the probability of entering higher education rises 24 percent. Two data sources are used to investigate the second channel, student performance. Administrative data provided by SOFES are analyzed using a regression-discontinuity design, and survey data enable us to perform a similar analysis using a different control group. Empirical results suggest that SOFES recipients show better academic performance than students without a credit from SOFES. However, the results cannot be interpreted as a purely causal impact of the student loan program, since the impacts also could reflect (self-) selection of students.",2]
["Assessing the impact of a student loan program on time-to-degree: The Case of a program in Peru",2014,"http://files.pucp.edu.pe/departamento/economia/DDD375.pdf","García, Luis","Departamento de Economia - Pontificia Universidad Catolica del Peru","This paper evaluates the impact of a student loan program on time-to-degree for undergraduate students at a large university in Peru. The loans have been provided to low-income students who display satisfactory academic performance. The decision whether to apply for a loan depends on each student; therefore, simple regression analysis may fail to estimate the impact due to the problem of endogenous regresor. In this study, an instrumental variable approach is employed, and it is found that students with loans obtain their degrees more rapidly than similar students without loans.",2]
["Massification and the public financing of higher education in Haiti: issues and challenges",2020,"https://journals.sagepub.com/doi/abs/10.1177/0020852318781457","Jacob, Sergot","International Review of Administrative Sciences","Haitian higher education is changing, but is little studied. This article examines the conditions under which massification recently occurred, on the one hand, and the extent of the inadequacy of public funding since the 1980s, on the other. It highlights that despite faster mass supply to address a social demand that is also rising sharply, the meagre public funding (on average, 0.33{\\%} of gross domestic product, and 1.17{\\%} of the state budget) devoted to the financing of public universities over the last 30 years has hindered their development. In fact, despite the modest increase in the budget of public universities compared to the state budget, massification ultimately resulted in a reduction in expenditure per student, which does not help to create the conditions for an acceptable level of quality education, and deprives the sector of its ability to play an effective role in the socio-economic development process of the country by first putting itself in a position to reflect on the problems of society and on its evolution. Points for practitioners: The system of virtually free studies, funded by the taxpayer, has reached its limits, while institutional mechanisms for regulating massification are essential to protect the consumer and counter the decline in the quality of education. To carve out a better position for the country on the world stage and benefit from the positive externalities of higher education, more public resources must be invested in it. The stake is therefore triple as means must be found, which must be differentiated, not only to fund the universities and the studies themselves, but also to diversify this funding given the limited resources of the state.",2]
["The Integration between financial sustainability and accountability in higher education institutions: An Exploratory case study",2019,"https://www.researchgate.net/publication/337825961_The_Integration_between_Financial_Sustainability_and_Accountability_in_Higher_Education_Institutions_An_Exploratory_Case_Study","Almagtome, Akeel; Shaker, Ameer; Al-Fatlawi, Qayssar; Bekheet, Heider","International Journal of Innovation, Creativity and Change","This study aims to explore the relationship between the financial sustainability and accountability function under the university autonomy and empirically evaluate the extent of the financial sustainability of public higher education institutions in Iraq. To this end, the paper adopts an exploratory approach using semi-structured interviews and content analysis procedures. We introduce a theoretical model to explain the relationship between financial sustainability and accountability function, and use a solvency ratio to evaluate the financial sustainability using the financial data of the university of Kufa for three years 2015-2017. The results indicate that financial sustainability and accountability are interdependent, and in order to ensure adequate funding, management must provide the necessary financial information for accountability function and legitimate its activities. We found that the sample university has a poor financial sustainability forecasts and accordingly it cannot continue as a financially independent unit without the governmental financial support. The further analysis reveals that the financial deficit in the financial position during the time of the study is an inevitable consequence of lack of financial and administrative authorities. The results also provide information and data to other governmental higher education institutions needed to evaluate their own institutions financial sustainability.",2]
["Financing and management of higher education: Evidence from Jordan",2012,"http://dx.doi.org/10.5539/ibr.v5n5p71","El-Sheikh, Emad; Mah'd, Osama; Nassar, Mahmoud; Al-Khadash, Husam Aldeen","International Business Research","This research provides a better understanding of the way for financing and management of higher education in Jordan. The study aims at describing the finance and management methods in Jordanian HE. The private universities in the world were also described in terms of their financing and management method. The Research uses archival documents, observations, and reports in order to accomplish the study objective. The findings emphasize that Jordanian HE is one of the most developed higher educational systems in the Middle East countries. There is much competition in the private HE, this motivates to research the best ways of management and financing for this sector. Worldwide, there is a trend towards private HE. While, world wide private universities depend on tution fees, they receive government subsidiaries. In Jordan, private universities are mainly financed by student tuition fees, and they do not receive any subsidies from the government. Therefore a proper budgetary system might facilitate the need for effective management of university resources and decision-making.",2]
["Kepler Cohort 2014 Evaluation Endline Report",2015,"https://s3.amazonaws.com/www.kepler.org/Kepler+Year+Two+Endline+Report.pdf","IDinsight",null,"Kepler, a university program in Rwanda which launched in 2013, aims to develop a high quality, low-cost model of higher education. The program provides a blended learning model with Massive Open Online Courses (MOOCs)1 and in-person instruction with a focus on improving job market outcomes for students. IDinsight partnered with Kepler during the 2014-2015 academic year (‚ÄúYear 2‚Äù) to evaluate the impact of the Kepler program during their second year of operation relative to traditional Rwandan universities on students' Critical thinking: 0.53 SD (4.9 pp), as measured by the Watson-Glaser critical thinking test 2. Cognitive skills: English: 0.45 SD (9.0 pp), math: 0.14 SD (2.5 pp, not statistically significant), logic: 0.41 SD (7.9 pp) 3. English: Reading: 0.39 SD (5.8 pp), writing: 0.60 SD (2.8 pp), as measured by the International English Language Testing System (IELTS) reading and writing tests) 4. Computer literacy: 1.90 SD (26.5 pp), as measured by a test that included typing speed, web research, assessing website credibility, Microsoft Word, Microsoft Excel, and email As indicated by the standard effect sizes, all of the statistically significant results above are particularly large in magnitude: in education studies, effect sizes larger than 0.3 SD are considered large, while effect sizes larger than 0.5 SD are considered very large.4 Kepler and comparison students of both cohorts responded to survey questions on various aspects of their university experience. Survey findings related to preparation for the job market show that more Kepler students than comparison students are engaging in internships earlier on in their university education, and are receiving more feedback on their internships. While Kepler students perceive their university to be performing mostly at a similar level as comparison students, though less strong in reputation and importance of coursework, they feel that they have more personal connections they can use in finding jobs and are more confident in their likelihood to find jobs after graduation.",3]
["A Systematic Review of Mobile Learning Adoption in Higher Education: The African Perspective",2017,"https://researchrepository.murdoch.edu.au/id/eprint/56285/","Kaliisa, Rogers; Picard, Michelle","The Turkish Online Journal of Educational Technology","The spread and popularity of mobile devices has led to their increased application in higher education. While studies have reviewed mobile learning initiatives in different contexts, none has explored this subject in Africa. This systematic review collates and compares studies published between 2010 and 2016 on mobile learning in higher education in the African context to explore the application, impact and challenges of mobile technologysupported learning. Findings show that mobile learning within higher education institutions in Africa increased student and lecturer collaboration and, provide dinstant communication, increased student participation and engagement, facilitating authentic learning and reflective practice, as well as fostering learning communities. A change in the lecturers' approaches to teaching also occurred. The findings also indicate significant challenges in integrating mobile learning in higher education institutions within Africa: poor technological infrastructure, lack of access to modern mobile devices, lack of mobile learning pedagogical skills among lecturers, poor attitudes among students and lecturers, and incompatibility of mobile devices with the university online management systems. Policies to guide the implementation of mobile learning were also lacking. Large-scale studies assessing the effectiveness of mobile learning within African higher education institutions are lacking and existing studies lacked a theoretical framework. The review highlights enabling conditions for successful integration of mobile learning in African institutions addressing access, training, curriculum design, support and technical requirements. The absence of studies reporting on existing mobile learning projects reflects the limited penetration of this technology and associated pedagogies and a need to strengthen research in this emerging field.",3]
["Building Academic Staff Capacity to Support Online Learning in Developing Countries",2013,"https://olj.onlinelearningconsortium.org/index.php/olj/article/view/343","Krull, Greig; Mallinson, Brenda","Journal of Asynchronous Learning Networks","Higher Education Institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This has led to some HEIs introducing interactive web technologies to support their distance teaching and learning practices. However, academic staff at these institutions may struggle to provide sufficient support to online learners in part due to inadequate staff capacity in terms of familiarity with and use of online communication tools. This paper reports the practical experiences of building academic staff capacity within three southern Africa institutions, in order to initiate skills development and introduce foundational concepts in support of engaging online learners. The design of the course material is discussed and the experiences of the facilitators and participants are examined.",3]
["Strategic planning of higher education institutions in Africa: A case study of the University of Dar-es-Salaam",2010,"https://linkinghub.elsevier.com/retrieve/pii/S1877042810011948","Luhanga, Matthew","Procedia - Social and Behavioral Sciences","Socio-economic and political changes which swept through Africa in the 1980s had a major impact on African universities; including the University of Dar-es-Salaam. In response to these changes, the University of Dar-es-Salaam embarked on a self-controlled strategic planning exercise starting in 1989. The model adopted by the University of Dar-es-Salaam and the lessons learnt are summarized in this paper.",3]
["Students' Perceived Challenges in an Online Collaborative Learning Environment: A Case of Higher Learning Institutions in Nairobi, Kenya",2014,"http://www.irrodl.org/index.php/irrodl/article/view/1768","Muuro, Maina Elizaphan; Wagacha, Waiganjo Peter; Kihoro, John; Oboko, Robert","The International Review of Research in Open and Distributed Learning","Earlier forms of distance education were characterized by minimal social interaction like correspondence, television, video and radio. However, the World Wide Web (WWW) and online learning introduced the opportunity for much more social interaction, particularly among learners, and this has been further made possible through social media in Web 2.0. The increased availability of collaborative tools in Web 2.0 has made it possible to have online collaborative learning realized in Higher Learning Institutions (HLIs). However, learners can perceive the online collaborative learning process as challenging and they fail to utilize these collaborative tools effectively. Although a number of challenges have been mentioned in the literature, considerable diversity exists among countries due to diversity in infrastructure support for e-learning and learners' background. This motivated this study to investigate components of online collaborative learning perceived as challenging by learners in HLIs in Kenya. Using a questionnaire, a survey was conducted in two public universities and two private universities to identify students' perceived challenges in an online collaborative learning environment. Through purposive sampling the questionnaire was distributed to 210 students using e-mail and 183 students responded. Based on descriptive analysis the following five major challenges were rated as high: lack of feedback from instructors, lack of feedback from peers, lack of time to participate, slow internet connectivity, and low or no participation of other group members. There was also a relationship between the university type (private or public) with the perceived challenges which included: lack of feedback from the instructor (p=0.046) and work load not shared equally among group members (p=0.000). Apart from slow internet connectivity the rest of the challenges were in line with the observed challenges in the literature.These key challenges identified in this study should provide insight to educators on the areas of collaborative learning that should be improved in order to provide access to quality education that supports effective online collaborative learning in HLIs in Kenya.",3]
["Students' Awareness and their Use of African Virtual University Open Courseware: A Case of the Open University of Tanzania",2016,"https://www.researchgate.net/publication/301351427","Nyandara, Zamzam I.; Kigobe, Janeth E.","The Open University of Tanzania","This paper examined students' awareness, use and acceptance of the African Virtual University open courseware at the Open University of Tanzania. This explanatory study used qualitative and quantitative data collection and analysis using the framework of the Unified theory of acceptance and use of technology model. A total of 77 questionnaires were used to gather information from students within two regional centers namely, Mwanza and Dar es Salaam, followed by telephone interviews of participants who filled the questionnaires and willingly provided their mobile phone numbers for more communication. It was revealed that majority of students were not aware of the open courseware link at their university's website which implies that they were not using the platform. In addition, majority confirmed usage of printed materials rather than electronic materials as learning content. The study pointed out problems of high cost of internet, limited access to computers and information about open courseware as challenges to majority of students regarding the use of e-learning. This paper concluded that, instructors should orient learners on the existence, usefulness and usage of open courseware study materials as well as other e-learning platforms.",3]
["Promoting Distance Education in Higher Education in Cape Verde and Mozambique",2011,"https://www.tandfonline.com/doi/full/10.1080/01587919.2011.584845","Ramos, Fernando; Tajú, Gulamo; Canuto, Louisette","Distance Education","Over the past six years, the authors have been project leaders for three distance education initiatives in Cape Verde and Mozambique: ‚Ä¢ a blended learning master's degree in multimedia in education for faculty in Cape Verdean public higher education institutions (2005‚Äì2008) ‚Ä¢ a teacher training programme for 1375 elementary teachers provided through distance education in Cape Verde (2006‚Äì2008) ‚Ä¢ a blended-learning multimedia in education doctoral programme for staff, at the Centre for Distance Education, University Eduardo Mondlane, Mozambique (2008‚Äì11). This article describes the background to these projects, solutions adopted to meet the specific needs, capabilities, and constraints of the participants and institutions, and difficulties encountered. The project leaders reflect upon their experiences and the main lessons learned, while drawing conclusions that may be relevant to other higher education institutions in Africa and other developing countries embarking on planning and implementing distance education programmes and support units.",3]
["Development of an Instructional Design Model for Flipped Learning in Higher Education",2017,"http://link.springer.com/10.1007/s11423-016-9502-1","Lee, Jihyun; Lim, Cheolil; Kim, Hyeonsu","Educational Technology Research and Development","In response to pedagogical challenges in higher education, blended learning has become a prevalent practice in colleges and universities. Flipped learning (FL) represents a newly emerging form of blended learning, where students individually watch online lectures prior to class and then engage in classroom learning activities interacting with peers and instructors. Although the conceptual framework of FL may be intuitively appealing, its design and implementation involve considerable intricacy. The purpose of this study was to develop a FL design model for higher education that could systematically guide instructors or designers in creating an appropriate blend of individualized online lectures and collaborative face-to-face learning activities. Using an established method for model development research, a theoretically constructed initial model was iteratively improved and underwent internal and external validation through model usability tests, expert review, and field evaluation. The implementation of an algebra class in a Korean university designed by the final model resulted in significant increases in the maturity of mathematical views, quality of reflections, and satisfactions of students. Features of the model are discussed, along with theoretical and practical implications and suggestions for further research.",3]
["Measuring Technical Vocational Education and Training (TVET) Efficiency: Developing a Framework",2016,"https://www.learntechlib.org/p/174232/","Liu, Guimei; Clayton, John","Journal of Open, Flexible, and Distance Learning","The growing demand for an increasingly skilled competitive workforce and the associated demand for change and responsiveness in the provision of technical vocational education and training (TVET) has led to the development of stronger links between New Zealand and the People's Republic of China. A collaborative model programme project aims to improve TVET provision in the two countries through curriculum re-design, joint programme development, and the delivery of quality New Zealand qualifications in China. Because there is there is often a gap or disconnect between policy intent and classroom reality, a critical activity of the model programme project aims to identify and measure when, how, and where this disconnect occurs. This paper identifies the performance indicators that are used to measure learner and institutional success, highlights the strategies used to evaluate the learning environments created, and reports on the development and validation of a userdriven, flexible, internet-based, learning environment instrument for use in multi-national TVET settings. It argues that this instrument provides model programme stakeholders with sufficient data to understand, economically and efficiently, the actual effect of change at the point of delivery.",3]
["Role of Distance Education in the Expansion of Female Education Higher Level in Pakistan Review",2010,"https://eric.ed.gov/?id=EJ886459","Malik, Sufiana K.","Turkish Online Journal of Distance Education","The present paper investigated the role of distance education in the expansion of educational facilities for female at higher level of education in Pakistan. The findings of the study report that distance education is playing a vital role in the expansion of female education at higher level as such female who, due to some personal or social compulsions are not able to attend regular institution/university in order to enhance their educational, distance education proves to be a blessing for such females. AIOU is the pioneer in provision of distance education in Pakistan and at present it is playing a significant role in provision of better higher education facilities, especially female are enjoying from these educational facilities as the system of AIOU is flexible enough for female and it provides them equal opportunity to uplift their educational status in spite of the different hurdles in the way of getting higher education without disturbing their family or personal problems. More incentives for female on the part of AIOU for getting higher education may increase the number of female students in AIOU programs of higher education in Pakistan.",3]
["Critical Success Attributes of Transnational IT Education Programmes: The Client Perspective",2011,"https://www.informingscience.org/Publications/1382","Miliszewska, Iwona; Sztendur, Ewa","Journal of Information Technology Education: Research","How can transnational education (TNE) programs be made more effective? According to the literature, no one is in a better position to comment on this question than the students themselves. At the same time, there is a recognized scarcity in the literature of student input into the issue of transnational program effectiveness. In consideration of this need, a research study was conducted to examine the effectiveness of TNE programs from the student perspective. To this end, transnational students' views on the various dimensions of the TNE context were used as a key indicator of the effectiveness of transnational programs. The evaluated dimensions included student, instructor, curriculum and instruction design, interaction, evaluation and assessment, technology, and program management, and organisational support. Data for the study was collected from approximately five hundred transnational students participating in eight transnational undergraduate computing programs offered by four Australian universities in Hong Kong, Malaysia, Singapore and Vietnam. Overall, students from the eight different programs considered in this study were in agreement as to the factors they perceived as most important to the effectiveness of transnational programs. As anticipated and confirmed by the literature, students were of the view that their own motivation, self-discipline, and the ability to work independently, as well as in a team, was a pre-condition of an effective program. With respect to instructors, students attached the greatest importance to the instructors' ability to understand program requirements and student needs, use communication skills effectively, and be well prepared and organized. They were also in agreement regarding the importance of instructors' experience with technology-based programs and their ability to provide well-designed syllabus and presentation outlines. The relevance of the curriculum to job and career was perceived as the most important aspect of program curriculum and instruction design. The alignment of assessment with learning objectives was also considered important, as was assessment of student attitudes and levels of satisfaction. Students identified two aspects of importance in relation to technology: availability and reliability, and the ease of use of technology. With respect to program management and organizational support, timely preparation of program materials was considered important, as was the institution's attention to the high quality of the program. The findings of the reported study indicate that to improve and sustain transnational programs in the future, it is essential for universities to gain an understanding of the learners' perspective. The findings provide a framework to assist in making informed decisions in the design, development, and review of transnational programs.",3]
["Effect of Blended Learning Environment on Transfer of Learning: An Experimental Study",2013,"http://doi.wiley.com/10.1111/jcal.12009","Demirer, V.; Sahin, I.","Journal of Computer Assisted Learning","The main purpose of the study is to investigate the effect of the blended learning and face-to-face learning on students' academic achievements and transfer of learning. The first aim of the study is to analyse the students' academic achievements to determine the change of theoretical knowledge in terms of the instructional method applied in this study. However, students' performances during the learning process are not always a good indicator. Therefore, the second aim of the study is to examine transferring students' theoretical knowledge to their educational multimedia projects. For this purpose, 14 weeks of pre- and post-test experimental study is designed. The study is administered through an educational technology course in which students learn how to develop educational multimedia materials. The participants are undergraduate pre-service teachers; they are assigned randomly to the experimental and control group. While the experimental group has both online and classroom sessions, the control group has only face-to-face classroom sessions. Although there is no significant difference between the groups in terms of academic achievement, the students in the blended group are more successful in transferring their knowledge to their projects than the ones in the face-to-face group. In conclusion, the results show that the blended learning approach has a positive effect on the transfer of learning.",3]
["A Systematic Review of the Critical Factors for Success of Mobile Learning in Higher Education (University Students' Perspective)",2015,"http://journals.sagepub.com/doi/10.1177/0735633115571928","Alrasheedi, Muasaad; Capretz, Luiz Fernando; Raza, Arif","Journal of Educational Computing Research","The phenomenon of the use of a mobile learning (m-Learning) platform in educational institutions is slowly gaining momentum. However, the enthusiasm with which mobile phones have been welcomed into every aspect of our lives is not yet apparent in the educational sector. To understand the reason, it is important to understand user expectations of the system. This article documents a systematic review of existing studies to find the success factors for effective m-Learning. Our systematic review collates results from 30 studies conducted in 17 countries, where 13 critical success factors were found to strongly impact m-Learning implementation. Using these results within the framework of the diffusion of innovation model for innovation adoption and the critical success factors together help us see what aspects of the innovation decision process are the likely causes of the reduced take-up of m-Learning by university students.",3]
["Student Experiences of Participating in Five Collaborative Blended Learning Courses in Africa and Asia: A Survey",2016,"https://www.tandfonline.com/doi/full/10.3402/gha.v9.28145","Atkins, Salla; Yan, Weirong; Meragia, Elnta; Mahomed, Hassan; Rosales-Klintz, Senia; Skinner, Donald; Zwarenstein, Merrick","Global Health Action","Background: As blended learning (BL; a combination of face-to-face and e-learning methods) becomes more commonplace, it is important to assess whether students find it useful for their studies. ARCADE HSSR and ARCADE RSDH (African Regional Capacity Development for Health Systems and Services Research; Asian Regional Capacity Development for Research on Social Determinants of Health) were unique capacity-building projects, focusing on developing BL in Africa and Asia on issues related to global health. Objective: We aimed to evaluate the student experience of participating in any of five ARCADE BL courses implemented collaboratively at institutions from Africa, Asia, and Europe. Design: A post-course student survey with 118 students was conducted. The data were collected using email or through an e-learning platform. Data were analysed with SAS, using bivariate and multiple logistic regression. We focused on the associations between various demographic and experience variables and student-reported overall perceptions of the courses. Results: In total, 82 students responded to the survey. In bivariate logistic regression, the course a student took [p=0.0067, odds ratio (OR)=0.192; 95{\\%} confidence interval (CI): 0.058-0.633], male gender of student (p=0.0474, OR=0.255; 95{\\%} CI: 0.066-0.985), not experiencing technical problems (p{\\textless}0.001, OR=17.286; 95{\\%}CI: 4.629-64.554), and reporting the discussion forumas adequate for student needs (p=0.0036,OR=0.165; 95{\\%}CI: 0.049-0.555) were found to be associatedwith a more positive perception of BL, asmeasured by student rating of the overall helpfulness of the e-learning component to their studies. In contrast, perceiving the assessment as adequate was associated with a worse perception of overall usefulness. In a multiple regression, the course, experiencing no technical problems, and perceiving the discussion as adequate remained significantly associated with a more positively rated perception of the usefulness of the online component of the blended courses. Discussion: The results suggest that lack of technical problems and functioning discussion forums are of importance during BL courses focusing on global health-related topics. Through paying attention to these aspects, global health education could be provided using BL approaches to student satisfaction.",3]
["A Meta-Analysis of Blended Learning and Technology Use in Higher Education: From the General to the Applied",2014,"https://link.springer.com/article/10.1007%2Fs12528-013-9077-3","Bernard, Robert M.; Borokhovski, Eugene; Schmid, Richard F.; Tamim, Rana M.; Abrami, Philip C.","Journal of Computing in Higher Education","This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative studies of BL and classroom instruction (CI) from a larger systematic review of technology integration (Schmid et al. in Comput Educ 72:271-291, 2014). In addition, the methodology of meta-analysis is described and illustrated by examples from the current study. The paper begins with a summary of the experimental research on distance education (DE) and online learning (OL), encapsulated in meta-analyses that have been conducted since 1990. Then it introduces the Bernard et al. (Rev Educ Res 74(3):379-439, 2009) meta-analysis, which attempted to alter the DE research culture of always comparing DE/OL with CI by examining three forms of interaction treatments (i.e., student-student, student-teacher, student-content) within DE, using the theoretical framework of Moore (Am J Distance Educ 3(2):1-6, 1989) and Anderson (Rev Res Open Distance Learn 4(2):9-14, 2003). The rest of the paper revolves around the general steps and procedures (Cooper in Research synthesis and meta-analysis: a step-by-step approach, 4th edn, SAGE, Los Angeles, CA, 2010) involved in conducting a meta-analysis. This section is included to provide researchers with an overview of precisely how meta-analyses can be used to respond to more nuanced questions that speak to underlying theory and inform practice-in other words, not just answers to the big questions.\" In this instance we know that technology has an overall positive impact on learning.",3]
["MOOCs, Graduate Skills Gaps, and Employability: A Qualitative Systematic Review of the Literature",2016,"http://www.irrodl.org/index.php/irrodl/article/view/2675","Calonge, David Santandreu; Shah, Mariam Aman","The International Review of Research in Open and Distributed Learning","The increasing costs of higher education (HE), growing numbers of flexible anytime, anywhere learners, and the prevalence of technology as a means to up-skill in a competitive job market, have brought to light a rising concern faced by graduate students and potential graduate employers. Specifically, there is a mismatch of useful skills obtained by students through HE institutions which is evident upon graduation. Faced with this dilemma, ‚Äúgraduate students,‚Äù or more specifically newly graduated students, with a with bachelor's degree, and a growing number of employers are turning to Massive Open Online Courses, or MOOCs, as a complimentary mechanism through which this skills gap may be bridged. It is found in the literature that MOOCs are often discussed within the capacity of their development, their retention rates, institutional policies regarding their implementation, and other such related areas. Examinations into their broader uses, benefits, and potential pitfalls have been limited to date. Therefore, this paper aims to analyse the literature highlighting the use of MOOCs as a means to reduce the mismatch in graduate skills. As such, this literature analysis reviews the following relevant areas: higher education and graduate skills gap, today's graduates and employability, and MOOCs and graduate skills. Through analysing the literature in these areas, this paper identifies gaps in the existing literature.",3]
["Using Collaborative Course Development to Achieve Online Course Quality Standards",2010,"http://www.irrodl.org/index.php/irrodl/article/view/912","Chao, Ining Tracy; Saj, Tami; Hamilton, Doug","The International Review of Research in Open and Distributed Learning","The issue of quality is becoming front and centre as online distance education moves into the mainstream of higher education. Many believe collaborative course development is the best way to design quality online courses. This research uses a case study approach to probe into the collaborative course development process and the implementation of quality standards at a Canadian university. Four cases are presented to discuss the effects of the faculty member/instructional designer relationship on course quality, as well as the issues surrounding the use of quality standards as a development tool. Findings from the study indicate that the extent of collaboration depends on the degree of course development and revision required, the nature of the established relationship between the faculty member and designer, and the level of experience of the faculty member. Recommendations for the effective use of quality standards using collaborative development processes are provided.",3]
["Online Education Platforms Scale College STEM Instruction with Equivalent Learning Outcomes at Lower Cost",2020,"https://advances.sciencemag.org/lookup/doi/10.1126/sciadv.aay5324","Chirikov, Igor; Semenova, Tatiana; Maloshonok, Natalia; Bettinger, Eric; Kizilcec, René F.","Science Advances","Meeting global demand for growing the science, technology, engineering, and mathematics (STEM) workforce requires solutions for the shortage of qualified instructors. We propose and evaluate a model for scaling up affordable access to effective STEM education through national online education platforms. These platforms allow resource-constrained higher education institutions to adopt online courses produced by the country's top universities and departments. A multisite randomized controlled trial tested this model with fully online and blended instruction modalities in Russia's online education platform. We find that online and blended instruction produce similar student learning outcomes as traditional in-person instruction at substantially lower costs. Adopting this model at scale reduces faculty compensation costs that can fund increases in STEM enrollment.",3]
["Universal Instructional Design Principles for Mobile Learning",2011,"http://www.irrodl.org/index.php/irrodl/article/view/965","Elias, Tanya","The International Review of Research in Open and Distributed Learning","The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular relevance for distance education are selected, and their recommendations are discussed in relation to the design of educational materials for a range of mobile devices. The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology.",3]
["Exclusively Synchronous Online (VIRI) Learning: The Impact on Student Performance and Engagement Outcomes",2019,"http://journals.sagepub.com/doi/10.1177/0273475318818864","Francescucci, Anthony; Rohani, Laila","Journal of Marketing Education","There are growing trends in postsecondary education that emphasize the importance of online and technology-enabled learning. This study aims to investigate whether the use of virtual, interactive, real-time, instructor-led (VIRI) online learning can deliver the same student performance and engagement outcomes as a face-to-face (F2F) course. The data consist of 698 participants taught in eight sections, over two semesters, with two different instructors. An analysis of variance was used to compare the differences for both student performance and engagement outcomes. The findings show that a synchronous course delivered using VIRI classroom technology has the same level of student performance outcomes as F2F learning. This study suggests that VIRI technology is an effective synchronous learning environment.",3]
["Closing the achievement gap in a large introductory course by balancing reduced In-person contact with increased course structure",2019,"https://www.lifescied.org/doi/10.1187/cbe.18-08-0153","Gavassa, Sat; Benabentos, Rocio; Kravec, Marcy; Collins, Timothy; Eddy, Sarah","CBE‚ÄîLife Sciences Education","Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100{\\%} online) and a hybrid-and-flipped course (50{\\%} online 50{\\%} face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced.",3]
["Higher Education for Refugees in Low Resource Environments: Research Study",2016,"https://www.jigsawconsult.com/stories/15-higher-education-for-refugees","Gladwell, C.; Hollow, D.; Robinson, A.; Norman, B.; Bowerman, E.; Mitchell, J.; Floremont, F.; Hutchinson, P.","Jigsaw Consult","The research study provides an in-depth perspective on camp-based and urban programmes, based on extensive fieldwork. This included eight field visits to 15 refugee higher education programmes, in-person interviews with 303 refugee students, outcome stars with 119 students, and interviews (both in-person and distance-based) with 138 programme staff and sector experts. The analysis of the research study is structured around five thematic areas: accessibility and participation, academia and organisational structure, technology, pedagogy, and impact and future. Key learning points are provided for each of these themes, alongside overall lessons for the sector and 'good practice principles' to guide effective programme implementation. The research seeks to prioritise the voices of refugee students throughout. We hope that these reports provide a useful contribution to all those working in the sector. The research was conducted in partnership with Refugee Support Network and was generously funded by an anonymous foundation.",3]
["Effects of Implementing a Hybrid Wet Lab and Online Module Lab Curriculum into a General Chemistry Course: Impacts on Student Performance and Engagement with the Chemistry Triplet",2018,"https://pubs.acs.org/doi/10.1021/acs.jchemed.7b00642","Irby, Stefan M.; Borda, Emily J.; Haupt, Justin","Journal of Chemical Education","Here, we describe the implementation a hybrid general chemistry teaching laboratory curriculum that replaces a portion of a course's traditional wet lab\" experiences with online virtual lab modules. These modules intentionally utilize representations on all three levels of the chemistry triplet - macroscopic, submicroscopic, and symbolic. The implementation of this curriculum allowed an opportunity to evaluate this new course structure. First student performance was assessed based on pre- and post-assessments. Second, dialogue from students working through the traditional and module versions of one lab was analyzed for how each format encouraged students to engage with the chemistry triplet. Data suggest both formats led to positive learning gains.",3]
["Changing the TVET Paradigm: New Models for Lifelong Learning",2019,"https://www.tandfonline.com/doi/full/10.1080/14480220.2019.1629722","Kanwar, Asha; Balasubramanian, K.; Carr, Alexis","International Journal of Training Research","The digital revolution is rapidly transforming the world of work and the skills profiles of many occupations. The pace of change necessitates continuous skilling and reskilling, through lifelong learning. Traditional models of TVET which view formal training as terminal will not prepare workers for the constantly evolving world of work in an age of technological transformations. This paper argues for the need to integrate informal and non-formal learning in TVET systems and address the pedagogical implications of this integration. Research on emerging innovative approaches to TVET in both developed and developing country contexts is reviewed, with a special focus on new models for work-based and community-based learning, which can promote transformative, lifelong learning. The actual and potential role of technology within these models is highlighted, together with recommendations for policy and practice.",3]
["MOOCs and OER in the Global South: Problems and Potential",2018,"http://www.irrodl.org/index.php/irrodl/article/view/3742","King, Monty; Pegrum, Mark; Forsey, Martin","The International Review of Research in Open and Distributed Learning","This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online learning technologies in Southern contexts, we identify five interrelated themes emerging from the literature: 1) access to the Internet; 2) participant literacies; 3) online pedagogies; 4) the context of content; and 5) the flow of knowledge between North and South. The significance of Southern voice and participation is addressed in the final section, which concludes that on balance, the literature offers a qualified endorsement of the potential and actualities of MOOCs and OER in the global South. The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South.",3]
["Using ICTs and Blended Learning in Transforming TVET",2017,"https://unesdoc.unesco.org/ark:/48223/pf0000247495","Latchem, Colin",null,"The Education for All initiative concluded in 2015, but in many countries, and particularly in the developing countries, secondary education is still the preserve of the privileged few. This means that millions of adults and young people are denied the opportunity to complete their basic education, which in turns sees them trapped in a pattern of low-skilled, low-income work. How can they gain the knowledge and skills necessary to improve both their lives and their employment opportunities? This book draws on the expertise and experience of 15 experts who examine the potential of technical and vocational education and training (TVET) to bring education to those who might otherwise be unable to access it. It discusses ways in which information and communication technology‚Äìbased (ICT-based) methodologies can contribute to the transformation and expansion of TVET programmes and courses. Drawing on nine case studies, it provides insight into ‚Äî and lessons learned from ‚Äî different applications of ICTs in TVET around the globe, examines issues of cost and approaches to planning for successful and sustainable applications of ICTs and offers recommendations for the international organisations, governments, policy makers, managers and staff responsible for TVET. This book should prove to be a valuable asset for both practising and potential TVET providers. Using ICTs and Blended Learning in Transforming TVET is co-published by COL and UNESCO as part of COL's Perspectives Series on Open and Distance Learning.",3]
["Blended Learning in Computing Education: It's Here but Does It Work?",2020,"http://link.springer.com/10.1007/s10639-019-09920-4","Monk, Ellen F.; Guidry, Kevin R.; Pusecker, Kathleen Langan; Ilvento, Thomas W.","Education and Information Technologies","Blended learning, a combination of face-to-face and computer-assisted pedagogy, is gaining acceptance at universities as an alternative learning experience. Modern technology has given faculty new ways to incorporate active learning and increase student engagement in their courses. Although the broad history of technology-enhanced coursework has demonstrated that student learning is usually very comparable to what occurs in traditional coursework, recent studies focusing specifically on blended learning in totally redesigned classes report positive results. Were those positive results due to the online blending or to the redesign of the class? To answer this question and other limitations and challenges in past studies, the authors present their unique research that measures learning in a blended undergraduate management information systems course where identical classes were compared, one being all face-to-face and one being one-third online. By varying only course modality, this research answers the question of whether blended learning is a superior learning environment in an undergraduate MIS class, a second-level MIS class covering ERP, business processes, databases, advanced spreadsheets, and data analytics. Collecting both quantitative and qualitative data, the authors use a critical realism lens to create a mechanism for learning. Quantitative data, analyzed by multiple regression models and qualitative data, analyzed by content analysis lead to the outcome that learning is comparable to traditional coursework, grade-wise, but students prefer face-to-face class time. It also reveals that self-regulatory skills are evident, confirming that blended learning can aid in the construction of learning.",3]
["AECT Instructional Design Standards for Distance Learning",2018,"http://link.springer.com/10.1007/s11528-018-0282-9","Piña, Anthony A.","TechTrends","AECT's Vision Statement states, BWe seek to be the premier international organization in educational technology, the orga- nization to which others refer for research and best practices{\\^{}} (AECT 2018). The fall 2017 publication of the AECT Instructional Design Standards for Distance Learning (Pi{\\~{n}}a 2017) is a watershed event for our Association and a leap forward in achieving the vision. The article discusses AECT standards/instructional design standards for distance learning.",3]
["Students with Disabilities and Online Learning: A Cross-Institutional Study of Perceived Satisfaction with Accessibility Compliance and Services",2011,"http://dx.doi.org/10.1016/j.iheduc.2011.05.004","Roberts, Jodi B.; Crittenden, Laura A.; Crittenden, Jason C.","The Internet and Higher Education","Distance education has grown significantly over the past two decades, and the need to evaluate and enforce online course federal accessibility standards is gaining momentum among educators, students, and legislators. The purpose of this study was to determine if students with disabilities, who are enrolled in online courses, certifications, and degree programs, are satisfied with their respective institutions' accessibility and compliance services and with their ability to be academically successful in an online learning environment. The results of the study indicated that students with a disability perceive their disability to have a negative impact on their ability to succeed in online courses; however, the majority reported that their requests for accommodations were met. Recommendations on how institutions can take steps toward meeting all accessibility standards without sacrificing rigor and dynamic online course design are provided.",3]
["Virtual Mobility as an Inclusion Strategy in Higher Education: Research on Distance Education Master Degrees in Europe, Latin America and Asia",2014,"http://journals.sagepub.com/doi/10.2304/rcie.2014.9.2.165","Ruiz-Corbella, Marta; Álvarez-González, Beatriz","Research in Comparative and International Education","Mobility of higher education students is one of the main indicators of competitiveness among universities, and a key aspect for quality in education. Colleges with virtual and distance methodologies include student mobility programmes. Within this context, the Active Projects (Erasmus MUNDUS Programme, EC: Net-Active and Active-Asia) compare and evaluate the feasibility of Virtual Mobility programmes for students in distance learning courses at institutions in Europe, Latin America and central Asia. The methodological information, organisation and content of 256 master's degrees offered in distance learning programmes at universities from the three regions were analysed. This article presents and discusses the main results, particularly convergences and divergences among these regions, the issues affecting online and distance higher education, focusing on the development and delivery of postgraduate studies (MSc courses) and, especially, the possibilities of inter-institutional collaboration through Virtual Mobility. One of the main conclusions is that in order to advance towards internationalisation, higher education study plans should offer master's degrees comparable, understandable and consistent with other academic offerings. This article is the result of research conducted over six years by a team of scholars and experts from Europe, Latin America and central Asia.",3]
["Barriers and Enablers to Adoption and Diffusion of eLearning",2014,"https://www.emerald.com/insight/content/doi/10.1108/ET-11-2012-0123/full/html","Singh, Gurmak; Hardaker, Glenn","Education + Training","Purpose: The purpose of this paper is to identify and examine the antecedents that enable or constrain the adoption and diffusion of eLearning in higher education (HE). The key focus of the study is on the examination of how the organisation's diffusion structures, systems or processes influence the individual adoption of eLearning. The findings from this literature review contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Design/methodology/approach: An extensive search of the literature was conducted. The selected references were analysed into a number of categories; macro-level studies examining HE context of eLearning, micro-level studies focusing on individual and social factors and articles focusing on management issues of adoption and diffusion of technological innovations. Finally, over 300 articles were used to compile the findings of this paper. Findings: The paper argues that future research studies should not model the adoption and diffusion of eLearning based primarily on either an individualist (Micro) or structuralist (Macro) perspective, but by using a more interactive approach to examine the complexity and multiple levels and dimensions of social reality. Research limitations/implications: A significant exclusion and one which clearly calls for further research, is the aspect of institutional structures such as library systems, virtual learning environments, administrative support systems and other technical systems such as enrolment, registration, assessment and students, with respect to the adoption of eLearning. Future studies may want to explore the interplay between these structures and agency. Practical implications: The study findings contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Considering the slow and often disappointing adoption of eLearning within higher education institutions (HEIs), the study reveals the nature of adoption that may inform the development of institutional eLearning diffusion structures. Social implications: The paper identifies that the importance of individual factors influencing the adoption of eLearning has been acknowledged by the above studies, and the underlying message has emerged that levels of eLearning adoption would be higher if strategic managers recognised the social dimensions of eLearning innovation and diffusion, such as: academic and professional goals, interests and needs; technology interests; patterns of work; sources of support; and social networks. The argument is that currently eLearning is geared towards technically literate\" and innovative staff and this strategy reduces the likelihood of mainstream faculty actually adopting instructional technology for their own teaching. Originality/value: A review of the eLearning literature shows that there only a few substantive theoretical accounts which adequately integrate multiple levels of analysis and explain adoption and diffusion of eLearning in terms of the interplay between structural influences and individual action. The paper argues for future research to be integrated in a general analytical framework.\"",3]
["Unbundling Faculty Roles in Online Distance Education Programs",2010,"http://www.irrodl.org/index.php/irrodl/article/view/798","Tucker, Jan; Neely, Patricia","The International Review of Research in Open and Distributed Learning","Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment. Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration that is often overlooked. As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role.",3]
["Analysis of Distance Education Business Models in Brazilian Private Higher Education Institutions",2020,"http://dergipark.org.tr/tr/doi/10.17718/tojde.727981","Britto, Lidiane Campos; Crispim, Sergio Feliciano","Turkish Online Journal of Distance Education","This article is based on a research whose objective was to create and analyze the undergraduate business model taxonomy in Distance Education (DE) modality at private Higher Education Institutions in Brazil. As methodological procedure, a survey was conducted from August to November 2017, with 43 Brazilian institutions and a cluster analysis. The analysis resulted in the formation of two to three groups (clusters) in each of the nine business model building blocks explored in the literature review, in a total of 24 groups. From these groupings and the analysis of each group characteristics, their taxonomic classifications were created, that is, the main objective of this work. Two distinct and recurrent business models in distance education were also identified and analyzed, based on the 43 surveyed institutions study.",3]
["Characterizing UNAM's Open Education System Using the OOFAT Model",2019,"http://www.irrodl.org/index.php/irrodl/article/view/4108","Cervantes-Perez, Francisco; Vadillo, Guadalupe; Bucio, Jackeline; Herrera, Alma","The International Review of Research in Open and Distributed Learning","Mexico's national university (UNAM) is a public mega university with a 46-year history in open education. This article presents an analysis based on the open, online, flexible provision of technology-enhanced higher education (OOFAT) model, developed by Orr and his colleagues (2018). The aim of this analysis was to characterize UNAM's open and distance education system in terms of openness, flexibility, and its business model, in three distinct time periods. According to this analysis, the system has evolved in all areas, and at present has a content-focused approach in terms of flexibility and openness, which differs from the OOFAT at the center approach that is desired. The study also characterized the UNAM system's business model as a prospector-like approach, which highlights the possibilities for instilling innovation through the schools that comprise this system. The analysis allowed for mapping the current situation and thus sheds light on defining the steps necessary for creating an integrally open system.",3]
["Impact of a Remote Lab on Teaching Practices and Student Learning",2018,"https://doi.org/10.1016/j.compedu.2018.07.012","Viegas, Clara; Pavani, Ana; Lima, Natércia; Marques, Arcelina; Pozzo, Isabel; Dobboletta, Elsa; Atencia, Vanessa; Barreto, Daniel; Calliari, Felipe; Fidalgo, André; Lima, Delberis; Temporão, Guilherme; Alves, Gustavo","Computers & Education","Remote Laboratories have become part of current teaching and learning, particularly in engineering. Their potential to aid students beyond their hands-on lab classes has been a matter of discussion in literature. Teachers and researchers are aware that the thorough analysis of both strengths and shortcomings of remote labs in didactical implementations may not only lead to the improvement of these resources but also of the pedagogical implications in engineering classes. The present study was carried out in a Higher Education Institution in Brazil in two different courses during three consecutive semesters where a remote lab (VISIR) addressing electric and electronic topics was implemented, yielding 471 students' academic results and opinions. These students' results (while using VISIR) cross-analysed with the course characteristics, reveal some factors teachers may tackle to foster student learning and motivation. The conclusions point to the need for VISIR interface modernization and showed it is more useful in basic courses than in more advanced ones, when dealing with classic lab experiments. Results also show that teachers' involvement plus their ability to brief students on VISIR's usefulness have a significant influence not only on students' performance but also on their perception of learning and satisfaction with the tool. In the analysed cases, the students with more learning needs seemed to be the ones who could benefit more from VISIR.",3]
["Comparing Student Achievement in Traditional Learning with a Combination of Blended and Flipped Learning",2020,"https://onlinelibrary.wiley.com/doi/abs/10.1002/nop2.492","Halasa, Suhaila; Abusalim, Nimer; Rayyan, Mohammad; Constantino, Rose E.; Nassar, Omayah; Amre, Huda; Sharab, Moayad; Qadri, Insirah","Nursing Open","Aim: The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course. Design: A quasi-experimental study. Method: Students were split into an experimental blended learning with a flipped classroom design group and a control group using the traditional, teacher-centred learning method. Data were collected during spring 2018 (13.3 weeks) and student's grades for the registered course and their grade point average (GPA) were recorded. Results: Findings showed statistically significant increases in student grades in the experimental group. Predictability calculations also showed better achievement of learning outcomes if a blended learning with a flipped classroom design is continued to be used in the future.",3]
["An Empirical Investigation of the Antecedents of Learner-Centered Outcome Measures in MOOCs",2019,"https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-019-0144-3","Rabin, Eyal; Kalman, Yoram M.; Kalz, Marco","International Journal of Educational Technology in Higher Education","This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. Previous studies used success criteria from formal education contexts placing retention and completion rates as the ultimate outcome measures. We argue that the suggested learner-centered outcomes are more appropriate for measuring success in non-formal lifelong learning settings because they are focused on the learner's intentions, rather than the intentions of the course developer. The behavioural measures of 125 MOOC participants who answered a pre- and a post-questionnaire were harvested. The analysis revealed that learner satisfaction was directly affected by: the importance of the MOOC's benefits; online self-regulated learning - goal setting; number of video lectures accessed; and, perceived course usability. Age and the number of quizzes accessed indirectly effected learner satisfaction, through perceived course usability and through number of video lectures accessed. Intention-fulfillment was directly affected by: gender; the importance of the MOOC's benefits; online self-regulated learning - goal setting; the number of quizzes accessed; the duration of participation; and, perceived course usability. Previous experience with MOOCs and the importance of MOOC's benefits, indirectly affected intention-fulfillment through the number of quizzes accessed and perceived course usability.",3]
["Skills at Scale: Transferable Skills in Secondary and Vocational Education in Africa",2017,"https://mastercardfdn.org/research/skills-at-scale/","African Institute for Development Policy","Mastercard Foundation","Our newest report, Skills at Scale: Transferable Skills in Secondary and Vocational Education in Africa, examines how Africa's growing population of youth offers an incredible resource for socioeconomic transformation and growth. Governments of many African countries are bringing transferable skills training (such as financial literacy, communication, teamwork and problem-solving) into their formal education systems to enhance the job-readiness of their young people. This in-depth, case study examination was commissioned by the Foundation and undertaken by the African Institute for Development Policy to look at how the integration of transferable skills training was done in Rwanda, Kenya, and Nigeria. Youth represent an energetic and resourceful demographic that, with the right education and skills, will be a force contributing to productive economies in Africa. Currently, there are approximately 220 million youth in Africa between the ages of 15 and 35. An estimated 11 million young people will enter the job market every year over the next decade. It is critical that secondary, vocational and tertiary institutions prepare students for the workplace and/or for self-employment. Transferable skills are highly valued by employers and enhance an individual's ability to earn a living. Transferable skills have been shown to be correlated with improved outcomes in school, life, and work, yet until recently have not been integrated within formal educations systems on the continent. The report offers insights and lessons for governments, implementers, donors, and education experts, as similar efforts are undertaken in other countries and regions. We hope this report will contribute to the broader dialogue on practical approaches to increasing the relevance of education, and for supporting youth in their transitions to sustainable livelihoods. Presents three cases, one TVET in Kenya. They used a 9-step basic employability skills training model based on the BEST model. Reached approximately 15,000 youth. At the end 75{\\%} were placed in jobs and 8{\\%} started businesses or were self-employed.",4]
["Skills Development and Youth Employability In West Africa: Observations on the state of TVET and good practices from Senegal, Ghana, Ivory Coast, and Nigeria",2020,"http://www.adeanet.org/en/knowledge-and-resources/skills-development-youth-employability-west-africa-senegal-ghana-ivory-coast","Busson, Svenia","Association for the Development of Education in Africa","Many Sub-saharan African countries are facing huge challenges in creating relevant education and employment opportunities for their young and fast growing population. Demand for jobs outpace growth in job opportunities. While many of the jobs available are in technical and Ô¨Åelds, Technical and Vocational Education and Training (TVET) is generally not leveraged effectively for a range of reasons - including lack of legislative and political support from the state, outdated curricula, insufÔ¨Åcient public-private partnerships and undesirable perception of TVET among the public. However, even in the face of these challenges, there are a number of successful initiatives operating in TVET. Recommendations to improve the state of TVET in this part of the world could be to recognize and support formal as well as informal TVET paths in order to improve its image. Also, the private sector could play a huge role by becoming more engaged in TVET through offering more internships, apprenticeships etc. Last but not least, it seems important to cultivate an entrepreneurial mindset in the African youth, to move from job search to job creation. This report provides an overview on the state of TVET in West Africa (focusing on Senegal, Nigeria, Ghana and Ivory Coast) and highlights examples of successful models and good practices from the ground.",4]
["Harnessing the potential of hospitality and tourism for young people's employment",2018,"https://mastercardfdn.org/wp-content/uploads/2018/08/MCF14003-Youth-Think-Tank-2018-Report-vFA-AODA.pdf","Mastercard Foundation","Mastercard Foundation","With over one billion young people set to enter the global labour market over the next decade, the opportunity for the largest youth generation in history to reshape economies is upon us. With this opportunity comes an urgency to find solutions that unleash the agency of young people to build their confidence, amplify their voices, and ensure they have the skills needed for work. To date, however, how to support young people in leading economic change has remained unclear for employers and policymakers alike. All too often, this is because young people are not engaged as experts who are capable of not only answering these key questions, but also adding unique value and perspectives that decision-makers may lack. This youth-led research into the hospitality and tourism sector highlights the voices of young people who were interviewed by their peers regarding the challenges and opportunities presented by the sector. All too often, the perspectives and voices of young people are absent when this sector is examined. This research attempts to fill this gap by elevating these voices. Findings: 1) Youth leadership can promote the hospitality and tourism sector; 2) Youth people must co-lead initiatives to broaden access to training and jobs; 3) Employers must invest in youth employee's growth to support sector stability; 4) Governments must engage with young people and deliver their priorities for employment; 5) With confidence and support, young people will take control of their own career paths; 5) Governments must prioritize youth engagement and sector development",4]
["Knowledge creation and human capital for development: The role of graduate entrepreneurship",2011,"www.emeraldinsight.com/0040-0912.htm","Mitra, Jay; Abubakar, Y. A.; Sagagi, M.","Education and Training","Purpose: Tackling structural and emergent problems in the labour market, valorising skilled human capital (HC) for opportunity creation, economic development and growth, are some of the key drivers for graduate entrepreneurship. This paper aims to examine developments in Africa, focusing on the significance of improving human capital through graduate entrepreneurship to meet the Millennium Development Goals (MDGs) in Nigeria. Design/methodology/approach: Based on a unique Education Partnerships in Africa (EPA) project the paper adopts a conceptual and exploratory approach to understand the institutional, cultural and economic dimensions of change and the specific role of graduate entrepreneurship education and training in enabling productive outcomes, using an illustrative case study of the project to develop the arguments. Findings: Knowledge creation lies at the heart of entrepreneurship development in developing economies such as Nigeria. Knowledge creation (KC) for entrepreneurship (E) is based on human capital (HC) development. In circumstances of uneven growth in developing economies HC development is the only constant. Harnessing HC for entrepreneurship can be based on three sets of propositions derived from an examination of the relationship between KC, HC and E, which locate graduate entrepreneurship's role within a holistic, institutional framework. Originality/value: The paper's originality lies in the development of a model for promoting and evaluating a holistic approach to graduate entrepreneurship in developing countries based on the targeting of MDGs. It offers new insights into the role of graduate entrepreneurship in economic and social development.",4]
["Issues and Challenges of Curriculum Reform to Competency-Based Curricula in Africa: A Meta-Synthesis",2017,"http://doi.wiley.com/10.1111/nhs.12316","Muraraneza, Claudine; Mtshali, Ntombifikile Gloria; Mukamana, Donatilla","Nursing and Health Sciences","Although in recent decades reforms to undergraduate nursing and midwifery education have increasingly been guided by the concept of competency-based curriculum in a drive to produce competent graduates in the African context, the topic remains poorly researched in-depth. The related issues and challenges need to be explored in the interest of evidence-based practice. This article stems from a systematic review of qualitative literature on the design and implementation of competency-based curriculum. Data was inductively analyzed using constant comparison. The two categories that emerged were: (i) the need for a paradigm shift to competency-based curriculum; and (ii) the associated issues and challenges, such as a shift from informative to transformative learning, lack or limited of involvement of key stakeholders in curriculum development, focus on hospital-oriented education, lack of preparation of educators, and inappropriate resources. While ongoing reform of nursing and midwifery education continues, much still needs to be done ‚Äì in particular, extensive financial investment to increase the capacity of educators, mentors and infrastructure, and the development of collaborative frameworks between nursing and midwifery and higher educational councils.",4]
["Tackling Youth Unemployment: Evidence from a Labor Market Experiment in Uganda",2020,"https://pedl.cepr.org/publications/tackling-youth-unemployment-evidence-labor-market-experiment-uganda","Rasul, Imran; Bandiera, Oriana; Alfonsi, Livia; Burgess, Robin; Bassi, Vittorio; Vitali, Anna; Sulaiman, Munshi","Econometrica: Journal of the Econometric Society","We design a labour market experiment to compare demand-side and supply-side policies to tackle youth unemployment, a key issue in low-income countries. The experiment tracks 1700 workers and 1500 firms over four years to contrast the effects of offering workers vocational training (VT) to offering firms wage subsidies to train workers on-the-job (FT). Both treatments lead to skill accumulation but whilst VT workers learn sector-specific skills, FT workers learn more firm-specific skills. This is associated with higher employment rates for each type of worker but the effect is 50{\\%} larger for VT (21{\\%} vs 14{\\%}) and their total earnings increase by more (34{\\%} vs 20{\\%}). Structurally estimating a job ladder model reveals the mechanisms: VT workers receive higher rates of unemployment-to-job offers and higher rates of job-to-job offers. This greater labour market mobility stems from the certifiability and transferability of their skills, and causes the wage pro{\\ldots}les of VT workers to diverge away from FT workers. Evidence from the firm-side of the experiment complements these findings: we find that some of the higher returns to VT are driven by workers matching to higher productivity firms. Our evidence shows both {\\ldots}rms and workers are constrained in this setting and that subsidies to either side of the labour market would increase workers' employment and earnings. However, VT workers are better o¬§ than FT workers as the greater certifiability and transferability of their skills allows them to climb the job ladder more quickly.",4]
["Lessons Learnt from Two Decades of Graduate Tracer Research: Recommendations for the South African Context",2019,"https://www.journals.ac.za/index.php/sajhe/article/view/2628","Senekal, J.; Munro, N.","South African Journal of Higher Education","Graduate tracer studies may be an appropriate research method for responding to various problems in the South African higher education context, including difficulties associated with higher education transformation and graduate employability. However, there is little context-relevant literature on the implementation of the various methodologies that may be used, and no assessment of the relevance of these methods for the South African context. In an attempt to synthesise graduate tracer study research, and to recommend potential models for conducting graduate tracer studies in South Africa, a systematic quantitative literature review was conducted of 23 graduate tracer studies from 13 countries, published between 1995 and 2016. The findings from this review point to three potential models for implementation in the South African context: a large-scale model, a smaller-scale model, and a mixed-method model. These recommended models may allow for the more efficient and effective implementation of graduate tracer studies across the South African context.",4]
["Assessing Cross Border Partnerships: Increasing the Quality and Relevance of Higher Education in Afghanistan",2018,"https://pdf.usaid.gov/pdf_docs/PA00T1DJ.pdf","Afghanistan Ministry of Education; FHI360",null,"Assessment of 3 on-going cross-border partnerships between Afghan and U.S. universities. Three research questions: 1) What benefits have partners received? 2) How effective is their communication and how have they addressed the challenges in communication? 3)How have they addressed sustainability challenges, including gender issues and the current security environment?",4]
["Integration and Development of Employability Skills into Malaysian Higher Education Context: Review of the Literature",2019,"http://www.sciedu.ca/journal/index.php/ijhe/article/view/16287","Fahimirad, Mehrnaz; Nair, Pradeep Kumar; Kotamjani, Sedigheh Shakib; Mahdinezhad, Maryam; Feng, Jia Bao","International Journal of Higher Education","This paper aims to provide a comprehensive literature review on the role of employability skills or generic skills in designing, integrating, and assessing curriculum in Malaysian higher education context. This study addresses the issue and challenges of integrating generic skills or employability skills in higher education context. Then the research gap on the lack of integrating generic skills in Malaysian higher education system is highlighted and the past studies which addressed the issue of integrating and assessing generic skills in Malaysian universities are reviewed. The results revealed that some Malaysian universities attempted to integrate generic skills into their curriculum to increase the rate of employability; however, there is an ambiguity regarding the assessment of generic skills in the context of higher education. Further research needs be conducted to investigate the assessment of generic skills.",4]
["Mid-term performance evaluation of the University Support and Workforce Development Program (USWDP)",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?",4]
["Employability Skills Required by the 21st Century Workplace: A Literature Review of Labor Market Demand",2017,"http://www.atlantis-press.com/php/paper-details.php?id=25884538","Suarta, I. Made; Suwintana, I. Ketut; Sudhana, I. G. P. Fajar Pranadi; Hariyanti, Ni Kadek Dessy","Advances in Social Science, Education and Humanities Research","This paper discusses the importance of employability skills of graduates in entering the workforce according to employers' perceptions, through a literature review. In 21 st century workplace, the occupation-specific skills are no longer sufficient for graduates to meet the needs of labour markets. Workers are nowadays expected to have an additional set of skills and attributes, called employability skills. Employability skills become a very important issue at the national, regional, and international labour market. The literature review found a number of employability skills attribute required by graduates in entering the workforce. Communication skills, problem-solving and decision-making skills, and teamwork skills are the attributes of employability skills with highest importance level. Graduates are also expected to have a number of personal attributes included: self-awareness, self-confidence, independence, emotional intelligence, flexibility and adaptability, stress tolerance, creativity and initiative, willingness to learn, reflectiveness, lifelong learning, and professional behaviour. Keywords-labour market; 21 st-century workplace; employability skills; personal attributes.",4]
["Skills Development in Higher Education in Vietnam",2009,"https://www.tandfonline.com/doi/full/10.1080/13602380802364175","Trung, Tran Quang; Swierczek, Fredric William","Asia Pacific Business Review","The purpose of this study is to explore the status quo of skills development in universities in Vietnam, and to identify the factors that have impacts on skills development. A survey of 251 department managers was carried out to explore employers' needs. Two other surveys including 717 final-year students and 1838 students in other years from four universities were conducted to analyze graduate competencies and skill delivery in every particular course. Skill delivery and graduate competencies are generally below standard, especially interpersonal skills for effective teamwork. Skills could be effectively developed through group assignments and learning approaches such as case studies, group discussions, and software practice. Understanding course objectives and course contents can also positively elaborate skill delivery. In addition to school activities, part-time experiences have been shown to enhance graduate competencies.",4]
["Putting Higher Education to Work: Skills and Research for Growth in East Asia",2012,"https://openknowledge.worldbank.org/handle/10986/2364","World Bank","The World Bank","Putting Higher Education to Work: Skills and Research for Growth in East Asia is a comprehensive look at higher education in East Asia‚Äîhow it has changed, how it will continue to evolve, and how it can be improved to become more responsive and relevant to the needs of the labor market and the economy as a whole. Using innovative firm surveys and the latest available evidence from the region, the authors shed light on the functional skills that workers must possess to be employable and to support firms' competitiveness and productivity. They also examine how higher education systems can produce the commercially applicable research that will help countries apply, assimilate, adapt, and develop the new technologies that will drive growth. Though this volume focuses specifically on the developing countries of East Asia, its methodologies, messages, and analysis will be important resources for students, researchers, and policy makers who study and shape the delivery of higher education and training in other regions around the world. The authors offer valuable and succinct guidance on some of the most effective policy measures being deployed by national and regional governments, by firms, and by universities themselves to enhance the contribution that higher education systems can make to economic change. Higher education will continue to be a core issue for the World Bank and its client countries, and it will also constitute a central pillar of the labor and educational agenda for years to come. I am confident that this volume, the first in the East Asia and Pacific Regional Report Series, will help the region's economies embrace the challenge of achieving rapid growth led by gains in productivity. The measures proposed in this volume should help East Asia reach this objective in an increasingly competitive global environment.",4]
["Evaluation interim report for the Georgia II Industry-Led Skills and Workforce Development Project",2019,"https://www.mathematica.org/our-publications-and-findings/publications/evaluation-interim-report-for-the-georgia-ii-industry-led-skills-and-workforce-development-project","Borkum, Evan; Cheban, Irina; Fernandez, Camila; Nichols-Barrer, Ira","Mathematica for Millennium Challenge Corporation","MCC's $140 million Georgia Compact II (2014-2019) funded the $16 million Industry-Led Skills and Workforce Development (ISWD) Project, which aimed to improve the alignment between the skills of Technical and Vocational Education and Training (TVET) graduates and the skills demanded by the labor market. It provided grants to establish new or improved courses reflecting industry demand; awarded smaller grants to document and disseminate best practices; provided technical assistance to the government related to sector policy; and held annual TVET conferences. Key findings: 1) Through Program Improvement Competitive Grants (PICG) Activity, the ISWD project established 51 new or improved TVET courses in Georgia; 2) These courses were established in close cooperation between the TVET provider and private sector partners, who provided knowledge and material support; 3) Total enrollment in courses exceeded compact's target; 4) Trainees and teachers had positive first impressions of the new courses; 5) There was optimism about trainee's labor market prospects; 6) Small grants supported dissemination of best practices that could be replicated by others; 7) Technical assistance component delivered support for a wide range of policy reforms, but more work will need to be done; 8) Annual TVET conference well-attended and well-received by stakeholders",4]
["Graduate Employability and Competence Development in Higher Education—A Systematic Literature Review Using PRISMA",2020,"https://www.mdpi.com/2071-1050/12/15/5900","Abelha, Marta; Fernandes, Sandra; Mesquita, Diana; Seabra, Filipa; Ferreira-Oliveira, Ana Teresa","Sustainability","This paper aims to develop a systematic review on graduate employability and competence development, intending to present an international perspective on the matter. It analyses the role of higher education institutions in promoting the development of competences for employability. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was used as a formal systematic review guideline for data collection. Data was obtained from research studies over the period 2009‚Äì2019. The analysis included a total of 69 papers from Web of Science (WoS) and Scopus databases. Results show that Europe leads the number of publications on these topics during the past decade. One of the main issues associated with competence development and graduate employability found in the review is related to the (mis)match between university graduates' competences and employers' needs. Findings indicate that higher education institutions are concerned with using strategies to enhance the development of competences for graduate employability. Graduate employability and competence development around the world depend on a strong sense of innovation and collaboration practices implemented in higher education.",4]
["MOOCs, Graduate Skills Gaps, and Employability: A Qualitative Systematic Review of the Literature",2016,"http://www.irrodl.org/index.php/irrodl/article/view/2675","Calonge, David Santandreu; Shah, Mariam Aman","The International Review of Research in Open and Distributed Learning","The increasing costs of higher education (HE), growing numbers of flexible anytime, anywhere learners, and the prevalence of technology as a means to up-skill in a competitive job market, have brought to light a rising concern faced by graduate students and potential graduate employers. Specifically, there is a mismatch of useful skills obtained by students through HE institutions which is evident upon graduation. Faced with this dilemma, ‚Äúgraduate students,‚Äù or more specifically newly graduated students, with a with bachelor's degree, and a growing number of employers are turning to Massive Open Online Courses, or MOOCs, as a complimentary mechanism through which this skills gap may be bridged. It is found in the literature that MOOCs are often discussed within the capacity of their development, their retention rates, institutional policies regarding their implementation, and other such related areas. Examinations into their broader uses, benefits, and potential pitfalls have been limited to date. Therefore, this paper aims to analyse the literature highlighting the use of MOOCs as a means to reduce the mismatch in graduate skills. As such, this literature analysis reviews the following relevant areas: higher education and graduate skills gap, today's graduates and employability, and MOOCs and graduate skills. Through analysing the literature in these areas, this paper identifies gaps in the existing literature.",4]
["Managerial Strategies to Adapt the Academic Curriculum to the Labor Market",2014,"https://www.ceeol.com/search/article-detail?id=141620","Ipate, Dragos Mihai; Pârvu, Iuliana; Mitran, Paula Cornelia","Economics, Management, and Financial Markets","Involvement of the higher education management in adapting educational systems to the expectations of the labor market is not only a necessity, but also a duty, given that most students attend a university wishing to increase their employability. In this paper the issue has been addressed in terms of active involvement of higher education institutions in the training of employable graduates, able to become useful for economy and to obtain job satisfaction. Thus, it was presented and analyzed how the curriculum can be used as a suitable tool for the assimilation of employability as a fundamental objective of higher education institutions.",4]
["Identification of Employability Skills - Starting Point for the Curriculum Design Process",2014,"http://connection.ebscohost.com/c/articles/95505257/identification-employability-skills-starting-point-curriculum-design-process","Ipate, Dragos Mihai; Pârvu, Iuliana; Mitran, Paula Cornelia","Economics, Management, and Financial markets","Successful universities of 2020 will be able to bring on the labor market graduates with competencies expected by employers and society, as a whole. Thus, as the pressure exerted by the representatives of the labor market is increasing, universities are forced to act in the context of the policies and strategies targeted according to social needs. Among these, a significant proportion is held by policies that are related to the involvement of higher education institutions in increasing the employability of future graduates by developing academic programs based on the development of competencies and skills necessary for the labor market. This paper presents the results of some relevant global and national studies on transversal skills expected by employers of university graduates in economics. The usefulness of this study, in terms of university management approach, is justified by the fact that skills identification represents the first stage, and a very important one, to be covered in the process of curriculum redesign.",4]
["Changing the TVET Paradigm: New Models for Lifelong Learning",2019,"https://www.tandfonline.com/doi/full/10.1080/14480220.2019.1629722","Kanwar, Asha; Balasubramanian, K.; Carr, Alexis","International Journal of Training Research","The digital revolution is rapidly transforming the world of work and the skills profiles of many occupations. The pace of change necessitates continuous skilling and reskilling, through lifelong learning. Traditional models of TVET which view formal training as terminal will not prepare workers for the constantly evolving world of work in an age of technological transformations. This paper argues for the need to integrate informal and non-formal learning in TVET systems and address the pedagogical implications of this integration. Research on emerging innovative approaches to TVET in both developed and developing country contexts is reviewed, with a special focus on new models for work-based and community-based learning, which can promote transformative, lifelong learning. The actual and potential role of technology within these models is highlighted, together with recommendations for policy and practice.",4]
["Training Service Delivery for Jobs and Productivity MCC's Lessons Learned in Technical and Vocational Education and Training",2020,"http://www.mcc.gov/p-into-p","Ricou, Marcel; Moore, Ryan","Millennium Challenge Corporation","Between 2008 and 2014, MCC invested over {\\$}148 million in its ‚ÄúFirst Generation‚Äù of technical and vocational education and training (TVET) programs, aimed at promoting economic growth and poverty reduction. Independent evaluations from El Salvador, Morocco, and Namibia revealed that MCC achieved many output targets but failed to achieve the intended labor market outcomes. This is in line with the mixed results of TVET interventions in the literature. Weak TVET service provider accountability, especially accountability to firms, is identified as the core constraint to achieving employment and income impacts for individuals and productivity impacts for firms. Drawing on the evaluations of the First Generation programs and additional lessons from the design and implementation of a ‚ÄúSecond Generation‚Äù of TVET projects, a new results framework is presented, pointing to five key lessons for the design and delivery of improved TVET. TVET interventions should: i) focus on addressing identifiable skills gaps; ii) ensure programs measurably contribute to labor market outcomes and firm productivity; iii) strengthen provider accountability to clients, especially employers; iv) strengthen the ability of policymakers to hold providers accountable; and v) should contribute to addressing pre-existing inequalities in the labor force. An emerging toolkit describes how MCC plans to operationalize these lessons for future projects.",4]
["Entrepreneurship Education in Agriculture: The EARTH University Approach",2017,"https://ageconsearch.umn.edu/record/262827","Sherrard, Daniel; Alvarado, Irene","African Journal of Rural Development","Entrepreneurship is an essential component of agricultural development and is receiving increasing interest, especially in the developing world. However, until very recently, entrepreneurship has not been a theme included in programs of higher education in agriculture. This paper highlights the importance of entrepreneurship in agricultural development and describes in some detail the entrepreneurial capacity building program at EARTH University in Costa Rica. The paper concludes with a discussion of the challenges and possibilities for developing agribusiness entrepreneurial education programs in the African context.",4]
["Technical and Vocational Education and Training (TVET) Interventions to Improve the Employability and Employment of Young People in Low‐ and Middle‐Income Countries: A Systematic Review",2013,"https://www.researchgate.net/publication/259486407_Technical_and_vocational_education_and_training_TVET_interventions_to_improve_the_employability_and_employment_of_young_people_in_low-_and_middle-income_countries_A_systematic_review","Tripney, Janice; Hombrados, Jorge; Newman, Mark; Hovish, Kimberly; Brown, Chris; Steinka-Fry, Katarzyna; Wilkey, Eric","Campbell Systematic Reviews","The increase of low-income, low-skilled youth in the labour market, particularly in developing countries, is a major concern internationally. In some regions of the world, young people are nearly three times as likely as adults to be unemployed. They are also more likely to work in the informal labour market than adults, in low quality jobs that offer limited socio-economic security, training opportunities, and working conditions. This enormous unlocked potential represents a substantial loss of opportunity for both individuals and society. With increasing emphasis being given to work- and skills-based solutions to economic competition and poverty in the developing world, comes a renewed focus on technical and vocational education and training (TVET) as a means to expand opportunities for marginalised youth. Although several reviews have attempted to summarise the existing research in this area, there are a number of limitations to these reviews. There is a need to systematically examine the evidence base to provide a picture of the types of TVET interventions being used to raise employment, to identify those that are effective and ineffective, and to identify areas in which more research needs to be conducted. The main objective of this systematic review was to summarise the available evidence on the effects of TVET interventions for young people in developing countries to inform policy, practice, and research. The questions guiding this study were: 1) What are the effects of different models of technical and vocational education and training (TVET) interventions on the employment and employability outcomes of young people, aged 15-24 years, in low- and middle-income countries? 2) What do the findings suggest about moderating effects?",4]
["Developing Employability in Engineering Education: A Systematic Review of the Literature",2020,"https://www.tandfonline.com/doi/full/10.1080/03043797.2018.1534086","Winberg, Christine; Bramhall, Mike; Greenfield, David; Johnson, Patrick; Rowlett, Peter; Lewis, Oliver; Waldock, Jeff; Wolff, Karin","European Journal of Engineering Education","In this systematic review of the research literature on engineering employability, curricular and pedagogical arrangements that prepare graduates for work in the twenty-first century were identified. The research question guiding the review was: Which curricular and pedagogical arrangements promote engineering students' employability? The particular focus of the study was on how authors prioritised engineering knowledge and professional skills. The review drew on a theoretical framework that differentiated between engineering knowledge and professional skills to explain how employability could be included in engineering programmes. Data was obtained from research studies over the period 2007‚Äì2017. We found an interdependent relationship between engineering knowledge and professional skills that enabled engineering graduates to attain employability. The com of engineering problems require students to master engineering knowledge, while the ability to work with others across contexts requires professional skills. Both are necessary for deep understanding of engineering principles and a focus on real world problems.",4]
["The impact of higher education on entrepreneurship and the innovation ecosystem: A Case study in Mexico",2019,"https://www.mdpi.com/2071-1050/11/20/5597","Castro, May Portuguez; Scheede, Carlos Ross; Zermeño, Marcela Georgina Gómez","Sustainability (Switzerland)","Entrepreneurship is recognized as an engine for the economy. However, Latin America must promote higher opportunities for the creation of new businesses, especially for technology-based ventures. In this sense, the Center for Global Innovation and Entrepreneurship (CGIE) of the University of Texas at Austin offers a Master of Science in Technology Commercialization (MCCT) that prepares students with methodologies to promote the creation of new businesses in Mexico. This study aims to know the contribution of training to the creation of new companies, and its role in the innovation and the technology transfer processes, from the viewpoint of the participants. This research presents a case study that analyzes the impact of the MCCT through the analysis of the data of a survey answered by 109 former students of this center. Findings show that the methodologies developed by the MCCT allow the creation of technology-based enterprises and entrepreneurial skills in students. This study presents good practices that can be emulated by other countries in the region, as well as recognizing the great value the role of higher education in creating synergies between actors of the innovation ecosystem that strengthen social and economic growth.",4]
["The skills development challenge in Latin America: Diagnosing the problems and identifying public policy solutions",2016,"https://www.mathematica.org/our-publications-and-findings/publications/the-skills-development-challenge-in-latin-america-diagnosing-the-problems-and-identifying-public","Fiszbein, A.; Cosentino, C.; Cumsille, B.","Mathematica Policy Research","In spite of an increase in the years of schooling attained by adults in Latin American countries, evidence highlights gaps in skills development that represent a bottleneck to productivity growth and to the ability of Latin American workers to obtain gainful employment. This paper describes key drivers of the skills development problem and offers recommendations that seek to leverage policy tools to address the challenge. Key Findings: Regulations, financial incentives, information, and public/private partnerships may be leveraged to (1) better align the content and skills taught with the demands of the labor market (through competency-based and technical/vocational education), (2) enhance quality (through strengthened quality assurance mechanisms and widespread dissemination of information), and (3) improve graduation rates in secondary and tertiary education (in particular through outcomes monitoring and evidence-based solutions).",4]
["Final performance evaluation of the higher education for economic growth activity",2018,"https://pdf.usaid.gov/pdf_docs/PA00T881.pdf","Megan, Gavin; Cristina, Accioly; Oscar, Picardo","Mendez England and Associates","The purpose of the final performance evaluation of the Higher Education for Economic Growth Activity (HEA) is to provide recommendations to: 1) the Activity for the final year; and 2) the United States Agency for International Development (USAID) for future programming. The evaluation focused on five evaluation questions (EQs), including: assessing results (EQ 1); the role of clusters (EQ 2); the government and higher education institutions (EQ 3); gender (EQ 4); and analyzing the extent to which results will be sustained (EQ 5). The evaluation used a mixed-methods approach, including document review; analysis of HEA's monitoring and evaluation data and performance indicators; key informant interviews and surveys for faculty/staff; focus group discussions; and direct observation. Key illustrative findings include: 1) teachers consider diploma programs available, high quality, and well facilitated; 2) trust has been established via positive and significant effects from collaboration; 3) while there has been an established approach to construct a higher education policy, the approach needs to be broader in terms of participants (including the government); 4) there is improved access to science, technology, engineering, and math for women and girls; and 5) the Centers for Career Development, which promote student engagement with the private sector, are the most likely to sustain. The evaluation recommends that USAID continue to support the investigations, curriculum reform implementation, teacher training, and scholarships, as well initiate as the construction of an entity to strategically integrate and give continuity to the cluster model.",4]
["Midterm performance evaluation of USAID Career Center activity",2018,"https://banyanglobal.com/wp-content/uploads/2018/05/Deliverable-H_Banyan-Global_MCCA-Evaluation_Final-Report-2018.05.17.pdf","Banyan Global","Banyan Global","USAID/Morocco designed the USAID Career Center, a four-year program with an additional option year, to bolster the Government of Morocco's (GOM) efforts to assist youth to transition from education to employment. The USAID Career Center is working toward the following objectives: ‚Ä¢ establishing career centers in three universities and three vocational training institutes in Casablanca, Marrakech and Tangiers, as well as a Virtual Career Center (VCC); ‚Ä¢ providing customized work readiness courses; ‚Ä¢ fostering a network to engage the private sector; and ‚Ä¢ developing a career center model that is transferable and sustainable. Includes focus on teaching soft skills for employability.",4]
["Entrepreneurship Education and Entry into Self-Employment Among University Graduates",2016,"https://linkinghub.elsevier.com/retrieve/pii/S0305750X15002090","Premand, Patrick; Brodmann, Stefanie; Almeida, Rita; Grun, Rebekka; Barouni, Mahdi","World Development","Entrepreneurship education has the potential to enable youth to gain skills and create their own jobs. In Tunisia, a curricular reform created an entrepreneurship track providing business training and coaching to help university students prepare a business plan. We rely on randomized assignment of the entrepreneurship track to identify impacts on students' labor market outcomes one year after graduation. The entrepreneurship track led to a small increase in self-employment, but overall employment rates remained unchanged. Although business skills improved, effects on personality and entrepreneurial traits were mixed. The program nevertheless increased graduates' aspirations toward the future.",4]
["Student-centered Teaching and Learning in Higher Education: Transition from Theory to Practice in Nigeria",2015,"https://www.ijern.com/journal/2015/August-2015/29.pdf","Anyanwu, Stella; Iwuamad, Fidelia","International Journal of Education and Research","The paradigm shift from teacher-centered to student-centered pedagogy has a worldwide advocacy for its practice at all levels of education. Nigeria, a major sub-Saharan country (population-wise), is in the process of making a transition from teacher-centered to student-centered mode of education. It therefore becomes pertinent to focus attention on its higher education system, a preparatory level for its future teachers. This paper therefore presents an insight into the theory and practice of this pedagogy, specifically focusing on the transition status at this level. Some challenges, including low quality education system, low pedagogical understanding among teachers, relatively large class sizes, curricula demands, paucity of technological infrastructure, and assessment challenges, are highlighted in this paper. Suggestions to fast-track this transition are made for the government and its regulatory agencies, as well as teaching faculties, to act on the recommendations, as it concerns them.",5]
["Questioning the Efficacy of Quality Assurance Frameworks for Teaching and Learning: A Case Study from East Africa",2020,"https://www.tandfonline.com/doi/full/10.1080/13538322.2020.1728836","Khamis, Tashmin; Scully, Sam","Quality in Higher Education","Increasingly across many jurisdictions, external quality assurance agencies are requiring higher education institutions to develop internal quality assurance systems that grant ownership of programme improvement to those implementing teaching and learning. Whilst this development is laudable, the quality assurance frameworks used for this process appear to focus on a comprehensive list of ‚Äòcells' and criteria against which to assess academic standards. However, these standards vary in their degree of relevance to teaching and learning and are not always evidence-based. An internal quality assurance framework used across East Africa is analysed and comparisons are made with indicators of quality that are known to affect teaching effectiveness and student learning outcomes. These comparisons highlight the need for quality assurance agencies to develop internal quality assurance frameworks for programme review that focus on the quality of the learning experience to ensure improved programme provision.",5]
["Policy Adoption of Learner-Centred Pedagogy in Rwanda: A Case Study of its Rationale and Transfer Mechanisms",2019,"https://linkinghub.elsevier.com/retrieve/pii/S0738059318305480","van de Kuilen, Hester S.; Altinyelken, Hulya Kosar; Voogt, Joke M.; Nzabalirwa, Wenceslas","International Journal of Educational Development","This study explores why and how learner-centred pedagogy (LCP) as a policy has been adopted in Rwanda, despite ample evidence of the failure of LCP in developing countries. The case of Rwanda, as a late adopter, shows that at this stage of pedagogy diffusion the influence of global mechanisms and actors has been amplified. This study draws upon interviews with key stakeholders and relevant documents during the 2011‚Äì2016 period. The transfer process is examined by analysing the rationale offered and mechanisms deployed by the Rwandan government and aid agencies.",5]
["Teaching Large Classes at an Institution of Higher Learning in South Africa",2018,"http://iises.net/proceedings/40th-international-academic-conference-stockholm/table-of-content/detail?article=teaching-large-classes-at-an-institution-of-higher-learning-in-south-africa-","Matoti, Sheila Nokuthula; Lenong, Brigitte","Proceedings of the 40th International Academic Conference, Stockholm","In line with the notions of increased access to education as well as massification of education in South Africa and elsewhere, large classes have become common in Universities. While the size of a large class varies from country to country, in a South African context, and at our institution in particular, large classes can mean approximately 120 students in one seating. Although large classes can have a negative effect on student participation and engagement, especially when dealing with first year students, some strategies could be devised to deal with large classes. This study was undertaken to examine the problems students and lecturers experience in large classes as well as strategies that the lecturers have devised in promoting and sustaining student participation and engagement. The setting of the study is the Central University of Technology, Free State, an institution of Higher Learning in the Free State province of South Africa. The population for the study were first-year education students in 2017. A sample of 248 first year education students, from different areas of specialisation was used in the study. A self-constructed questionnaire was used to collect data from the students while semi-structured interviews were used to collect data from the lecturers. The findings revealed that large classes do pose challenges to both students and lecturers. However, both students and lecturers have developed strategies of dealing with large classes. Lecturers have resorted to team teaching, group assignments, and team marking. Students have benefitted from group assignments and group presentations as such activities afforded them opportunities to work collaboratively with one another. Although there is limited participation in class as there is no individual attention, within the groups, they are able to participate and engage with one another. The institution is charged with the responsibility to expand its facilities as the students cannot be turned away.",5]
["Learner-Centred Teaching In Tanzania: Geography Teachers' Perceptions and Experiences",2014,"http://hdl.handle.net/10063/3226","Mtitu, Evaristo Andreas","Victoria University of Wellington","The shift from teacher-centred to learner-centred teaching approaches is one of the aspects embarked on to address quality issues in delivery of secondary education in Tanzania. The basis for a shift in teaching paradigm has been motivated by the need for learners to effectively engage in the knowledge construction process.This thesis reports the findings about Learner-Centred Teaching (LCT) in Tanzania from the perceptions and experiences of secondary school geography teachers. Applying a lens of a critical perspective (CP) approach as a theoretical framework, the study sought to respond to the major question: how do geography teachers perceive and experience regarding Learner-Centred Teaching in Tanzania's secondary school? The main question was guided by four sub-research questions which included: how do geography teachers in Tanzania understand LCT?; how does a teacher's pedagogical reasoning and decision-making during the planning process reflect LCT beliefs?; how does a teacher's teaching practice reflect LCT beliefs?; and how does a teacher's evaluation of classroom instructional practices place the learner at the centre of instruction? The research focus was to assess the implementation of LCT approach as advocated by the educational policy and the mandated curriculum documents. The study utilised the interpretive and constructivist qualitative case study approach involving nine case studies purposely selected from three research sites. The data were collected using semi-structured interviews, classroom observations and detailed reviews of teachers' own teaching portfolios. Applying an interpretive generative inductive data analysis approach, data were analysed based on the specific meaning patterns that were emerging from individual case studies. Themes were developed by comparing and contrasting meaning patterns within and across case studies. Findings presented aspects which influence teachers' practices of LCT including: the constructivist view of knowledge construction, role of language and cultural context in LCT, teacher-students' power relation, and the nature of the curriculum. Other aspects raised include: teachers' substantive and syntactic knowledge and classroom organisation and management. The study also presents some dilemmas against implementation of LCT. These dilemmas include language barrier, class sizes; curriculum design; and teacher shortage, and shortage of instructional resources. Other dilemmas include: lack of both inservice training for LCT and cultural-context specific curriculum relevance. The researcher recommends the need to address dilemmas in the implementation of LCT approaches such as: class sizes, curriculum design, and teacher shortage; shortage of instructional resources and facilities; and the medium of instruction; geography curriculum should be designed to allow teachers' flexibility; and teachers' need of mastery in the substantive and syntactic knowledge. Other recommendations include: teachers' need of in-service training regarding the conceptual and theoretical understanding of LCT, its approaches, and application in geography classrooms; teachers' use of an integrated-formative evaluation and assessment approaches; and the need of further research on aspects around the same topic, taking into consideration different theoretical orientations and methodological approaches. The study contributes knowledge to the international literature regarding LCT and its implementation complexities from the developing economy's perspectives. In particular, the study contributes to the understanding of LCT from a CP theoretical framework. It also provides an avenue for debate and consideration on the importance of initial and in-service teacher education, the curriculum, and the need to integrate learners' culture for effective implementation of LCT. The researcher has developed three models to support the practice of LCT. These are: the constructivist learning process; an integrated LCT based curriculum; and the classroom organisation and management framework models.",5]
["Learning from a Small State's Experience: Acknowledging the Importance of Context in Implementing Learner-Centred Pedagogy",2015,"https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/6940","Di Biase, Rhonda","The International Education Journal: Comparative Perspectives","The challenges of implementing learner-centred pedagogies have been well documented, noting that many reform efforts fail to consider important contextual factors. With attention to the disparity between policy and practice, this study investigated the conditions under which teachers can enact learner-centred pedagogy in the Maldives using design-based research; a theoretically oriented, participatory methodology exploring practical solutions in real-world settings. Working collaboratively with teachers from an island school, a pedagogical intervention based on learner-centred principles, was designed to fit the Maldivian context. This article discusses the process of implementing the intervention, the challenges influencing its use, and the particular contextual factors impacting on learner-centred reform. Analyses of the research data and the reflection on the research process, highlight the importance of addressing the particularities of small states in the development of educational interventions and reinforces the need for close attention to contextual factors within reform efforts.",5]
["Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance mid-term performance evaluation",2017,"https://docs.google.com/viewerng/viewer?url=https://vdocuments.site/google-reader?url{\\%}3D497a2c0b89beb08fcd4d593eb29dc76c97c5de7ce004f81b95d2b08a37c14ed71688c697f233262228b6f884d721e22765f9bf8c884862c5786258d00e368dfa4SDoS3qVdrqBDpWtabeXjPHTKSCLkEbcrfO9w9i","Dunworth, William","Management Systems International","Launched in September 2015 and continuing through September 2020, the Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance is managed by Arizona State University (ASU) on behalf of the US Agency for International Development (USAID). Based on the pillars of institutional policy, quality, curriculum, faculty innovation and technology, BUILDIT leverages deep and diverse government-industry-academic partners that share a goal of tightly linking science, technology, engineering and math (STEM) instruction in Vietnamese higher education institutions to the needs and capabilities of industry partners to produce graduates who can lead inclusive, technology-based growth. The rapid adoption of educational innovation will be driven by the input of key stakeholders through their participation in semi-annual Solutions Councils managed by the project. A network of maker innovation labs will support curricular innovation, providing students and faculty with a venue to implement the applied-problem and project-based curriculums being developed. The Higher Education Learning and Innovation Exchange (HELIX) portal will serve as a web-based repository for educational assets, resources and faculty training and development tools. To achieve these ends, BUILD-IT has the three development objectives: ‚Ä¢ Objective 1: Strengthen Higher Education Policy ‚Ä¢ Objective 2: Improve Academic Programs and Outcomes ‚Ä¢ Objective 3: Enable University ‚Äì Private Sector Collaboration",5]
["The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students",2004,"http://journals.sagepub.com/doi/10.1177/1469787404040463","Gibbs, Graham; Coffey, Martin","Active Learning in Higher Education","This article reports a study on the effectiveness of university teachers' training involving 22 universities in 8 countries. A training group of teachers and their students were studied at the start of their training and one year later. A control group of new teachers received no training and both they and their students were studied in the same way. Evidence is reported of changes over time relating to three measures: (i) student ratings of their teachers using six scales from the Student Evaluation of Educational Quality questionnaire (SEEQ) and the ‚ÄòGood Teaching' scale of the Module Experience Questionnaire (MEQ); (ii) the extent to which teachers described themselves as teacher-focused and student-focused in their approach to teaching, using two scales from the Approaches to Teaching Inventory (ATI); and (iii) the extent to which these teachers' students take a surface approach and a deep approach to learning, using two scales from the MEQ. The article reports evidence of a range of positive changes in teachers in the training group, and in their students, and a contrasting lack of change, or negative changes, in untrained teachers from the control group.",5]
["Learner Centered Higher Education in East Asia: Assessing the Effects on Student Engagement",2013,"https://www.emerald.com/insight/content/doi/10.1108/IJEM-06-2012-0072/full/html","Hallinger, Philip; Lu, Jiafang","International Journal of Educational Management","Purpose: The global expansion of higher education has brought about more ambitious educational goals that require new approaches to curriculum, teaching, and learning. While higher education in East Asia is no exception to this trend, it has been observed that both teachers and learners in the region have adhered to a strong tradition of lecture-based instruction. An underlying research question concerned the responsiveness of East Asian students to learner-centered education. The purpose of this paper is to examine the extent to which learner-centered education can be implemented successfully in the East Asian higher education context. Design/methodology/approach: This study presents a quantitative study informed by a description of the context for implementation. It adopts a quasi-experimental, multiple time series design and examines the process and effects of change in teaching and learning at a graduate school of business (GSB) in Thailand. The GSB implemented a variety of active learning methods that were explicitly designed to increase student engagement. Descriptive statistics, as well as mixed effects models, were used to analyze student course evaluation data over a several year period. Findings: Active learning methods could be implemented in the context of an East Asian high education institution and they entailed positive change in student engagement over time. Originality/value: The paper's results support assertions that Asian students respond positively to well-designed instructional methods that seek to foster active learning.",5]
["Mid-Term Evaluation of the Higher Engineering Education Alliance Program (HEEAP)",2013,"https://pdf.usaid.gov/pdf_docs/PDACX675.pdf","JBS International Aguierre Division","USAID","The Higher Engineering Education Alliance (HEEAP) program aims to transform engineering education in Vietnam from what is described as passive theory-based instruction to active project-based instruction\" with the goal of producing \"work-ready\" graduates for the country's booming high-tech sector. The principal development intervention employed to achieve HEEAP's goals was annual training sessions on active learning and curriculum design. Three cohorts totaling 123 Vietnamese lecturers were selected to attend a 6-week training program in Arizona each summer from 2010 to 2012. Three related interventions were designed to assist training participants with promoting changes at their home institutions: (1) a faculty reform project conducted by small groups that were formed during the training and completed after the participants returned; (2) a mentoring system established in conjunction with the faculty projects to support the change process HEEAP aimed to achieve at each university; and (3) a component for leadership outreach and socialization to aid institutional reform. A corollary objective of HEEAP was to help Vietnamese institutions advance toward international accreditation through the Accreditation Board for Engineering and Technology (ABET). The intent of the evaluation was to produce a forward-looking assessment whose findings and recommendations could be incorporated into follow-on programs. The Scope of Work (SOW) identified three focus areas for evaluation: (1) project achievements -- the success of HEEAP in advancing cutting-edge instruction, providing a relevant and up-to-date curriculum, improving undergraduate learning outcomes.",5]
["Challenges of Applying a Student-Centered Approach to Learning in the Context of Education in Kyrgyzstan",2009,"https://linkinghub.elsevier.com/retrieve/pii/S0738059309000029","de la Sablonnière, Roxane; Taylor, Donald M.; Sadykova, Nazgul","International Journal of Educational Development","The challenge of maximizing student learning has been paramount in many societies. This issue has become especially salient in the context of drastic social and political changes that have taken place in countries such as Kyrgyzstan. Since the collapse of the Soviet Union, teachers and students are confronted with new ways of thinking, which are challenging their understanding of how to promote efficient learning. In this paper, the challenges of applying and developing a new approach to learning, the student-centered approach, will be discussed within the framework of a Normative Theory of Social Change.",5]
["Implementing a Student-centered Learning Approach at Vietnamese Higher Education Institutions Barriers under Layers of Casual Layered Analysis (CLA)",2010,"https://jfsdigital.org/articles-and-essays/2010-2/vol-15-no-1-september/articles/implementing-a-student-centered-learning-approach-at-vietnamese-higher-education-institutions-barriers-under-layers-of-casual-layered-analysis-cla/","Thanh, Pham Thi Hong","Journal of Future Studies","This article applies Casual Layered Analysis (CLA) (Inayatullah, 2004) as a framework to examine factors that affect applying a student-centered learning approach in Vietnam. The Four layers of CLA help disclose weaknesses in the current traditional learning approach, causes that create the problems and hidden beliefs that keep traditional perceptions about learning permanent. The results reveal that changing the students' present learning approach to student-centeredness does not need a new collection of principles to be imposed on learners. Rather, there need to be changes in both school infrastructures and people's perceptions. Further studies need to be conducted to determine how to implement these changes so that the new approach can be implanted successfully in the local context.",5]
["Democracy Through Learner-Centered Education: a Turkish Perspective",2009,"http://link.springer.com/10.1007/s11159-008-9112-1","Yilmaz, Kaya","International Review of Education","Aimed at documenting the problems and constraints confronting learner-centered instruction in Turkey, this article first explains the link between democracy and education and the role of learner-centered instruction in realizing democratic ends. By drawing on John Dewey's ideas and Turkish scholars' perspectives on Turkish education, the article then presents the problems and constraints that pose threats to the implementation of learner-centered instruction in Turkey. The author also explains the problems within the Turkish educational system and teacher education programmes, and the challenges that in-service teachers and students may experience with learner-centered instruction.",5]
["Faculty development in context: Changing learning cultures in higher education",2010,"https://link.springer.com/chapter/10.1007/978-3-642-03582-1_8","Feixas, M.; Zellweger, F.","Faculty Development in Context: Changing Learning Cultures in Higher Education","As we know from research on human resources training, there are many factors influencing learning acquisition and transfer. Using Holton's approach as a reference (Holton {\\&} Bates, 2002), three factors are considered primary variables that interact to affect the transfer of learning from the training environment to the work environment: 1) the ability of participants to use the learned skills in the job setting, 2) their motivation to use them and 3) the work environment supporting the use. In this article, we place special emphasis on the environmental factors as we believe there are important organizational and structural conditions in universities that serve as catalysts or barriers for the effectiveness of faculty development. Before reaching to this point, we first suggest a conceptual framework that includes: a description of prevailing teaching cultures in European higher education, a discussion on what we mean by faculty development and its relationship to teaching cultures, a definition of learning cultures and a framework of the environmental factors affecting learning transfer. The article is not a report of an empirical study but provides an introduction of a research design about to be realized. It includes the comparison of two initial training programs for novel faculty in a Swiss and Catalan university and the environmental variables that might explain the reach of the learning transfer.",5]
["Getting Active in the Large Lecture",2007,"http://www.tandfonline.com/doi/abs/10.1080/15512160701558224","Huerta, Juan Carlos","Journal of Political Science Education","The benefits of active learning are well documented; nonetheless, the implementation of active learning strategies can be challenging in large lecture environments. The project will examine the research supporting active learning, present the implementation of simple active learning techniques in large lecture classes, and provide evidence to test the effectiveness of the techniques on both student learning outcomes and student attitudes. The purpose is to investigate the concern that adding active learning to large lecture classes reduces the amount of time available to teach content in class, resulting in less student learning. The expectation is that incorporating active learning techniques will not harm student learning and will lead to positive student attitudes. The active learning techniques of question-based outlines, discussion- question prompts, small group discussions, and exam preparation will be investigated using exam grade comparisons, pre- and posttest analyses, and student surveys. The findings demonstrate that active learning does not lead to less student learning and instead that it can have a positive impact.",5]
["Reviewing the Research on Instructional Development Programs for Academics. Trying to Tell a Different Story: A Meta-Analysis",2020,"https://linkinghub.elsevier.com/retrieve/pii/S1747938X19301630","Ilie, Marian D.; Maricuțoiu, Laurențiu P. ; Iancu, Daniel E.; Smarandache, Izabella G.; Mladenovici, Velibor; Stoia, Dalia C. M.; Toth, Silvia A.","Educational Research Review","This paper presents a meta-analysis that investigates the effectiveness of instructional development programs (IDPs) dedicated to academics. IDPs are instructional activities specifically planned to improve quality of teaching in higher education by enhancing academics' instructional approach to support student learning. We analyzed 1555 unique results from online searches and from the references lists of the previous nine reviews on this topic. The final sample contains 20 controlled studies, carried out between 1973 and 2019, in which 23 independent effect sizes were reported. The results indicated that IDPs have a small effect size (d = 0.385, SE = 0.055, Z = 6.985, p {\\textless} .001, k = 23). We did not find evidence of publication bias. Additionally, we analyzed the influences of different trainee's characteristics, features and outcome of IDPs on the final effectiveness of such programs. Trainees' mandatory enrollment on IDPs reported stronger effect (d = 0.515), while IDPs that lasted less than 15 h reported the highest effect size (d = 0.571). The effect size of IDPs reported on students' outcomes is small (d = 0.396), but that on teachers' outcomes is even smaller (d = 0.315). For the first time, our findings summarize quantitative evidence regarding the overall IDPs effectiveness.",5]
["Changing the TVET Paradigm: New Models for Lifelong Learning",2019,"https://www.tandfonline.com/doi/full/10.1080/14480220.2019.1629722","Kanwar, Asha; Balasubramanian, K.; Carr, Alexis","International Journal of Training Research","The digital revolution is rapidly transforming the world of work and the skills profiles of many occupations. The pace of change necessitates continuous skilling and reskilling, through lifelong learning. Traditional models of TVET which view formal training as terminal will not prepare workers for the constantly evolving world of work in an age of technological transformations. This paper argues for the need to integrate informal and non-formal learning in TVET systems and address the pedagogical implications of this integration. Research on emerging innovative approaches to TVET in both developed and developing country contexts is reviewed, with a special focus on new models for work-based and community-based learning, which can promote transformative, lifelong learning. The actual and potential role of technology within these models is highlighted, together with recommendations for policy and practice.",5]
["Effects of Active Learning on Enhancing Student Critical Thinking in an Undergraduate General Science Course",2013,"http://link.springer.com/10.1007/s10755-012-9236-x","Kim, Kyoungna; Sharma, Priya; Land, Susan M.; Furlong, Kevin P.","Innovative Higher Education","To enhance students' critical thinking in an undergraduate general science course, we designed and implemented active learning modules by incorporating group-based learning with authentic tasks, scaffolding, and individual reports. This study examined the levels of critical thinking students exhibited in individual reports and the students' critical thinking level change over time. Findings indicated that students' average critical thinking level fell in the category of \"developing\", but students' scores on individual reports revealed a statistically significant increase. The study suggested that the active learning strategies employed in the study were useful to promote student critical thinking.",5]
["Learner-Centred Education in Developing Country Contexts: From Solution to Problem?",2011,"https://linkinghub.elsevier.com/retrieve/pii/S0738059311000472","Schweisfurth, Michele","International Journal of Educational Development","Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations. However, the history of the implementation of LCE in different contexts is riddled with stories of failures grand and small. In coming to understand how LCE has been conceived, researched, and reported in relation to developing country contexts, a good starting point is the International Journal ofEducational Development (IJED), where a wide range of articles on this theme has been published over the years. In all, 72 relevant articles were identified among the issues available on- line, comprising a weighty body of evidence concerning the nature and implementation of LCE. The vast majority are studies exploring the issues ‚Äì and problems ‚Äì ofimplementation ofLCE-based programmes in particular settings. Emerging from these investigations is a variety of explanations for this perennial challenge: problems with the nature of reform and its implementation; barriers ofmaterial and human resources; interactions ofdivergent cultures; and the all-important questions ofpower and agency in the process. After a descriptive breakdown ofthe 72 articles, each ofthese implementation issues is explored in turn. The article considers the implications of this for future initiatives, research and scholarship in this area. The begged questions are: why do the same problems recur repeatedly, and how do we move beyond the normative ‚Äòshoulds' and the practical ‚Äòcan'ts'?",5]
["The Use of Learner-Centered Assessment in US Colleges and Universities",2011,"http://link.springer.com/10.1007/s11162-011-9245-0","Webber, Karen L.","Research in Higher Education","Over a decade ago, Barr and Tagg (Change Mag 27(6):12-25, 1995) declared that a shift had occurred in higher education from an instruction paradigm to a learning paradigm. A central element in this new paradigm is learner-centered assessment. While a growing body of literature suggests that this approach to assessment is a best practice in higher education pedagogy, it is still unclear whether faculty members have embraced it fully. Using data from the National Study of Postsecondary Faculty, this study examines the extent to which faculty members employed learner-centered assessments in postsecondary classrooms at two points in time, 1993 and 2004. Findings show similar to higher rates of use for some assessment techniques in 2004 compared to reports from 1993, as well as differences by faculty gender, age, discipline, and institution type. Implications for faculty members, student learning, and institutional policy are discussed.",5]
["Improving Student Engagement: Ten Proposals for Action",2010,"http://journals.sagepub.com/doi/10.1177/1469787410379680","Zepke, Nick; Leach, Linda","Active Learning in Higher Education","Since the 1980s an extensive research literature has investigated how to improve student success in higher education focusing on student outcomes such as retention, completion and employability. A parallel research programme has focused on how students engage with their studies and what they, institutions and educators can do to enhance their engagement, and hence success. This article reports on two syntheses of research literature on student engagement and how this can be enhanced. It first synthesizes 93 research studies from ten countries to develop a conceptual organizer for student engagement that consists of four perspectives identified in the research: student motivation; transactions between teachers and students; institutional support; and engagement for active citizenship. Secondly, the article synthesizes findings from these perspectives as ten propositions for improving student engagement in higher education. It concludes by identifying some limitations with the conceptual organizer and one suggestion for developing a more integrated approach to student engagement.",5]
["Learner-Centered English Language Teaching: Premises, Practices, and Prospects",2020,"https://iafor.org/journal/iafor-journal-of-education/volume-8-issue-1/article-1/","Badjadi, Nour El Imane","IAFOR Journal of Education","Although learner-centered education is claimed to have several learning gains, research suggests that teachers' attitudes and practices play a crucial role in promoting its prolific outcomes. This study examines the adaptation of learner-centered education and examines how it has been implemented in second language teaching by university teachers since launching an educational shift embodied in the learner-centered reform a decade ago. In so doing, a questionnaire was distributed to a random sample of 128 instructors. The data collected were analyzed through descriptive and inferential statistical analyses using the Statistical Package for Social Sciences SPSS 16.0 software. Meanwhile, interviews were analyzed qualitatively. The quantitative analysis of data provides a snapshot of instructors' attitudes towards Learner-centered education and the extent to which they implemented it in their courses. More importantly, the analysis of qualitative interview results outlines a ‚Äúcontextualized‚Äù framework that takes into account the conceptual nature of the global premises of Learner-centered education by linking them to teachers' perceptions and practices in a particular context. The findings provide insights into the dynamism of meeting college students' second language learning needs. The study further addresses the problems of designing teacher training that aims at promoting higher education second language learning in the Middle East and North Africa context.",5]
["Is Student-Centred Learning a Western Concept? Lessons from an Academic Development Programme to Support Student-Centred Learning in Iraq",2014,"http://www.tandfonline.com/doi/abs/10.1080/13562517.2013.827649","Jordan, L.; Bovill, C.; Othman, S. M.; Saleh, A. M.; Shabila, N. P.; Watters, N.","Teaching in Higher Education","This paper explores the idea that student-centred learning (SCL) is a concept and an approach that is internationally useful and transferable to a range of higher education settings. We present details of a British Council funded collaborative project between Hawler Medical University (HMU), in Erbil in the Kurdistan region of northern Iraq and the University of Glasgow (UoG) in Scotland, UK. The aim of this project was to support teachers within HMU to adopt SCL methodologies across the dentistry, medicine, nursing and pharmacy curricula. We use experiences and evaluation from this project to explore the ways in which different teachers interpreted and enacted SCL. The project evaluation findings demonstrate that as a result of the SCL project, most teachers at HMU demonstrated a slight increase in their level of confidence as a teacher, their level of understanding of SCL and confidence in their own skills to undertake SCL. There was a willingness from most participants to try to adapt their teaching practice towards an SCL approach. However, some participants did not fully understand the shift in conceptualisation necessary in adopting a student-centred approach and some were uncomfortable with the need for a shift of power from teacher to student implied within SCL. We conclude by highlighting the key lessons learned from this project related to the translatability of SCL from one global context to another, highlighting the need to re-examine a range of Western educational concepts in the current context of increasing transnational higher education partnerships.",5]
["Assessment and Instruction to Promote Higher Order Thinking in Nursing Students",2014,"http://dx.doi.org/10.1016/j.nedt.2013.08.013","Kantar, Lina D.","Nurse Education Today","Objectives: The dearth of data on the role of assessment in higher education formed the two purposes of this study: first, to explore assessment strategies commonly used in nursing education by analyzing the curriculum documents of three baccalaureate nursing programs in Lebanon against Bloom's Taxonomy of learning, and second to unravel issues of instruction and assessment by categorizing data into teacher- and learner-centered strategies. Design: Content analysis research technique applied to analyze the curriculum documents of three baccalaureate nursing programs in Beirut, Lebanon. Method: After obtaining IRB approval and consent to access the curriculum documents of the programs, data were analyzed using the content analysis research technique. Data on assessments and instruction were categorized into student-centered and teacher-centered. Findings: Data revealed deficiency in employing learner-centered strategies in the assessment and instruction of the three programs. There was evidence that educators of the programs focus on teaching content and examining retention, thus supporting prior notions on teaching to the test and accusations in earnest on adherence to the traditional and behavioral curriculum perspectives. Such curricula leave little room for the development of higher order thinking in learners. Conclusions: Although assessments are believed to be indicators of program and teaching effectiveness, there is relatively alarming information on the incompatibility between current assessment practices and demands of the workplace. There is an urgent need for transforming educators' beliefs, knowledge, and skills on testing, since teaching to pass a test could impede knowledge transfer and deter the development of learners' higher order thinking skills.",5]
["Developing a local innovation ecosystem through a university-coordinated innovation platform: The University of Fort Hare",2018,"https://www.tandfonline.com/doi/abs/10.1080/0376835X.2017.1421902","Grobbelaar, Sara","Anchored in Place: Rethinking Higher Education and Development in South Africa","This article builds on the concept of the ‚ÄòDevelopment University' and draws on findings from previous studies by the author on the transformation pathway and a university-coordinated intermediary platform at the University of Fort Hare. The article places the university at the centre of the development of an innovation ecosystem to facilitate the development of ecosystem platform architectures for engaged scholarship projects and their implementation for the benefit of local communities. The platform ecosystem design framework derived in this article approaches the analysis from three levels: (1) Contextual considerations and design requirements through a development pathway framework; (2) distinguishing between top-down creation of institutional mechanisms and the emergence of bottom-up engaged scholarship activities; and (3) some reflection on the governance and orchestration of the intermediary platform architectural design considerations.",6]
["Living labs and knowledge creation in developing countries: Living labs as a tool for socio-economic resilience in Tanzania",2016,"https://www.tandfonline.com/doi/full/10.1080/20421338.2015.1132534","Hooli L, Jauhiainen J, Lähde K","African Journal of Science, Technology, Innovation and Development","Living Labs (LL) are platforms to increase innovation through the interaction of various actors. LLs are based on an open innovation process, community involvement, co-creation of products, and services or societal innovations together with users. Bottom-up approaches, such as LLs, are needed to support innovation processes in local communities. Developing countries expect that innovation systems with LLs will contribute positively to socio-economic resilience and poverty alleviation. However, only few studies exist about LLs in developing countries. This article studies LLs in Tanzania, with regard to their knowledge creation processes and contribution to socio-economic resilience of local communities. In Tanzania, LLs create new entrepreneurial skills and opportunities for people with limited formal education. The participants in LLs discuss and define local challenges in groups and find solutions through co-creation. They combine local knowledge and practices with external ones, the latter found mostly through learning to use the Internet. Direct networking between LLs in Tanzania helps to share experiences and best practices. External funding and know-how transfer support LLs, butthe commitment of their key person(s) is crucial.",6]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan","Institute of International Education","Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:",6]
["University-Industry linkages and knowledge creation in Eastern and Southern Africa: Some prospects and challenges",2013,"http://dx.doi.org/10.1080/09744053.2013.832066","Mihyo, Paschal B.","Africa Review","The development of technical and technological capabilities through research and innovation has dominated the African development agenda since adoption of the Lagos Plan of Action, 1980 through to the current policies of the African Union, the African Development Bank, the New Partnership for Africa's Development (Nepad), and the African regional economic communities. University-industry linkages are the best modality for achieving this goal. In Africa, however, these linkages are weak. Where they do exist, they are based on short-term, individualised projects. Industries lack a robust research and development base to absorb knowledge generated by research and innovation institutions. Governments do not provide adequate incentives for such linkages and universities lack the mandate, organisational structures, human resources management policies, modalities for promoting the protection of intellectual property rights generated by research and innovation activities, and the necessary incentive schemes to nurture, capture, and reward talent and innovation. In order to overcome these obstacles, creative and adaptive policies are required to strengthen these linkages through financial support to industries and universities, and incentives conducive to long-term co-operation between them.",6]
["Knowledge creation and human capital for development: The role of graduate entrepreneurship",2011,"www.emeraldinsight.com/0040-0912.htm","Mitra, Jay; Abubakar, Y. A.; Sagagi, M.","Education and Training","Purpose: Tackling structural and emergent problems in the labour market, valorising skilled human capital (HC) for opportunity creation, economic development and growth, are some of the key drivers for graduate entrepreneurship. This paper aims to examine developments in Africa, focusing on the significance of improving human capital through graduate entrepreneurship to meet the Millennium Development Goals (MDGs) in Nigeria. Design/methodology/approach: Based on a unique Education Partnerships in Africa (EPA) project the paper adopts a conceptual and exploratory approach to understand the institutional, cultural and economic dimensions of change and the specific role of graduate entrepreneurship education and training in enabling productive outcomes, using an illustrative case study of the project to develop the arguments. Findings: Knowledge creation lies at the heart of entrepreneurship development in developing economies such as Nigeria. Knowledge creation (KC) for entrepreneurship (E) is based on human capital (HC) development. In circumstances of uneven growth in developing economies HC development is the only constant. Harnessing HC for entrepreneurship can be based on three sets of propositions derived from an examination of the relationship between KC, HC and E, which locate graduate entrepreneurship's role within a holistic, institutional framework. Originality/value: The paper's originality lies in the development of a model for promoting and evaluating a holistic approach to graduate entrepreneurship in developing countries based on the targeting of MDGs. It offers new insights into the role of graduate entrepreneurship in economic and social development.",6]
["Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance mid-term performance evaluation",2017,"https://docs.google.com/viewerng/viewer?url=https://vdocuments.site/google-reader?url{\\%}3D497a2c0b89beb08fcd4d593eb29dc76c97c5de7ce004f81b95d2b08a37c14ed71688c697f233262228b6f884d721e22765f9bf8c884862c5786258d00e368dfa4SDoS3qVdrqBDpWtabeXjPHTKSCLkEbcrfO9w9i","Dunworth, William","Management Systems International","Launched in September 2015 and continuing through September 2020, the Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance is managed by Arizona State University (ASU) on behalf of the US Agency for International Development (USAID). Based on the pillars of institutional policy, quality, curriculum, faculty innovation and technology, BUILDIT leverages deep and diverse government-industry-academic partners that share a goal of tightly linking science, technology, engineering and math (STEM) instruction in Vietnamese higher education institutions to the needs and capabilities of industry partners to produce graduates who can lead inclusive, technology-based growth. The rapid adoption of educational innovation will be driven by the input of key stakeholders through their participation in semi-annual Solutions Councils managed by the project. A network of maker innovation labs will support curricular innovation, providing students and faculty with a venue to implement the applied-problem and project-based curriculums being developed. The Higher Education Learning and Innovation Exchange (HELIX) portal will serve as a web-based repository for educational assets, resources and faculty training and development tools. To achieve these ends, BUILD-IT has the three development objectives: ‚Ä¢ Objective 1: Strengthen Higher Education Policy ‚Ä¢ Objective 2: Improve Academic Programs and Outcomes ‚Ä¢ Objective 3: Enable University ‚Äì Private Sector Collaboration",6]
["Mid-term performance evaluation of the Higher Education Solutions Network (HESN)",2016,"https://www.mendeley.com/catalogue/36d0523c-3945-3295-bf7f-2a3ef47910ca/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7B36d0523c-3945-3295-bf7f-2a3ef47910ca{\\%}7D","Amulya, Joy; Chung, James; Monschein, Stephanie; Vijayakumar, Charu","Dexis Consulting Group","The Higher Education Solutions Network (HESN) was formed in November 2012 to harness the ingenuity and passion of scientists, students, faculty, and entrepreneurs to solve some of the world's most pressing development challenges. HESN consist of eight HESN Labs, each of which is led by a higher education institution (HEI), and supported by a core coordinating body at USAID. The goal of HESN is to create an interdisciplinary network of Development Labs to solve distinct development challenges. This goal is supported by three objectives: 1. Improve data quality, access and analytics to advance evidence-based development decision making 2. Accelerate the creation, testing, and scaling up of transformative innovations, technologies, and approaches 3. Catalyze a global interdisciplinary ecosystem of individuals and institutions that shares knowledge, promotes learning and builds mutual capacity. HESN Labs are intended to be virtual centers of knowledge that will help USAID and the larger development community better understand problems and evaluate and develop new solutions to development challenges. HESN Labs and their partners seek to foster innovation in science and technology, and engage and inspire a new and broader community of scholars and students involved in the complex issues of international development planning, execution, and assessment. The HESN Labs support USAID and other development organizations to improve their analytical capabilities in understanding development challenges and core barriers to addressing them, catalog solutions to different challenges, catalyze and bring forward novel approaches to addressing development problems, and encourage the development and application of new tools within science, technology, and engineering to improve the efficacy and decrease the cost of development interventions.",6]
["The role of universities in innovation systems in developing countries: Developmental university systems -empirical, analytical and normative perspectives",2009,"https://dx.doi.org/10.4337/9781849803427.00019","Brundenius, Claes; Lundvall, Bengt-Åke; Sutz, Judith","Handbook of Innovation Systems and Developing Countries: Building Domestic Capabilities in a Global Setting (Edited by Bengt-Ake Lundvall, K.J. Joseph, Cristina Chaminade and Jan Vang)","It has become almost trivial to assert that in the knowledge society universities are important institutions. This consensus notwithstanding, questions such as in what sense and for whom those institutions are important, are far from receiving unanimous answers. Should the major function be to promote higher education in order to serve all sectors of society or should the emphasis be to engage in research, and what are the relationships between the two types of activities? And what should a ‚Äòthird mission' encompass: a broad interaction with society or just an interaction with the business sector aiming at promoting technical innovation in high technology? Debates are particularly entangled in developing countries, partly due to a strong presence of international advice alongside the positions held by local actors, and partly due to the level of the challenges that such countries and their universities are facing. Both in the developed and the developing countries the main emphasis is now on how universities may serve industry through direct flows of information from ongoing research. But it is obvious that universities contribute to economic growth and development through other mechanisms, not least through the flow of graduates into the labor market.",6]
["Higher education in innovation ecosystems",2020,"https://www.mdpi.com/2071-1050/12/11/4376","Cai, Yuzhuo; Ma, Jinyuan; Chen, Qiongqiong","Sustainability (Switzerland)","While higher education has been considered as both an 'engine' for innovation and a 'catalyst' for sustainability development, the integration of both the 'innovation engine' and 'sustainability catalyst' roles is best reflected in higher education's engagement in innovation ecosystems-the theme of this special issue, including 16 articles dealing with the topic from various perspectives. In this editorial, we outline an overarching framework about the relations between higher education and innovation ecosystem. When elaborating the framework, we provide a new definition of innovation ecosystem and identify three roles of university in innovation ecosystems, based on synthesizing relevant literature. The framework could facilitate readers to comprehend each of the collected articles and find synergy among them.",6]
["A creative learning ecosystem, quality of education and innovative capacity: a perspective from higher education",2015,"https://www.tandfonline.com/doi/full/10.1080/03075079.2014.881342","Crosling, Glenda; Nair, Mahendhiran; Vaithilingam, Santha","Studies in Higher Education","Globally, governments recognize the importance of creativity and innovation for sustainable socioeconomic development, and many invest resources to develop learning environments that foster these capacities. This paper provides a systematic framework based on Nair's Innovation Helix model for studying the factors of a country's creative learning ecosystem (CLE), the quality of its education system (QES), and its innovative capacity (IC). The CLE factors are infrastructure/infostructure (physical and digital infrastructure), intellectual capital, interaction, integrity systems, incentives, and institutions. Using a composite CLE index for 113 countries, the findings indicate a strong correlation between a country's CLE, QES and IC. Through brief case studies of countries that measure highly in CLE, QES and IC, this study points out their higher education strategies and their best practices for other countries to emulate, in order to facilitate creativity and innovation through higher education.",6]
["Higher education, research and innovation: Changing dynamics - Report on the UNESCO Forum on Higher Education, Research and Knowledge 2001-2009",2009,"https://unesdoc.unesco.org/ark:/48223/pf0000183071","Meek, Lynn V.; Teichler, Ulrich; Kearney, Mary-Louise","International Centre for Higher Education Research Kassel, University of Kassel","This present Research Report provides a synthesis of the main findings of the UNESCO Forum on Higher Education, Research and Knowledge, from its establishment in 2001 to the conclusion of its activities under Phase 1 in 2009. This arena for debate was launched to follow-up the outcomes of the two major UNESCO world conferences, the 1998 World Conference on Higher Education, ‚ÄúHigher Education in the twenty-first century‚Äù and the 1999 World Conference on Science, ‚ÄúScience for the twenty-first century‚Äù. Having tracked the numerous and rapid changes of the intervening decade, it is, therefore, entirely fitting that the UNESCO Forum should take stock of the new dynamics in 2009, when UNESCO will reprise these major conferences so as to chart progress and identify emerging trends.",6]
["The impact of higher education on entrepreneurship and the innovation ecosystem: A Case study in Mexico",2019,"https://www.mdpi.com/2071-1050/11/20/5597","Castro, May Portuguez; Scheede, Carlos Ross; Zermeño, Marcela Georgina Gómez","Sustainability (Switzerland)","Entrepreneurship is recognized as an engine for the economy. However, Latin America must promote higher opportunities for the creation of new businesses, especially for technology-based ventures. In this sense, the Center for Global Innovation and Entrepreneurship (CGIE) of the University of Texas at Austin offers a Master of Science in Technology Commercialization (MCCT) that prepares students with methodologies to promote the creation of new businesses in Mexico. This study aims to know the contribution of training to the creation of new companies, and its role in the innovation and the technology transfer processes, from the viewpoint of the participants. This research presents a case study that analyzes the impact of the MCCT through the analysis of the data of a survey answered by 109 former students of this center. Findings show that the methodologies developed by the MCCT allow the creation of technology-based enterprises and entrepreneurial skills in students. This study presents good practices that can be emulated by other countries in the region, as well as recognizing the great value the role of higher education in creating synergies between actors of the innovation ecosystem that strengthen social and economic growth.",6]
["Final performance evaluation of the higher education for economic growth activity",2018,"https://pdf.usaid.gov/pdf_docs/PA00T881.pdf","Megan, Gavin; Cristina, Accioly; Oscar, Picardo","Mendez England and Associates","The purpose of the final performance evaluation of the Higher Education for Economic Growth Activity (HEA) is to provide recommendations to: 1) the Activity for the final year; and 2) the United States Agency for International Development (USAID) for future programming. The evaluation focused on five evaluation questions (EQs), including: assessing results (EQ 1); the role of clusters (EQ 2); the government and higher education institutions (EQ 3); gender (EQ 4); and analyzing the extent to which results will be sustained (EQ 5). The evaluation used a mixed-methods approach, including document review; analysis of HEA's monitoring and evaluation data and performance indicators; key informant interviews and surveys for faculty/staff; focus group discussions; and direct observation. Key illustrative findings include: 1) teachers consider diploma programs available, high quality, and well facilitated; 2) trust has been established via positive and significant effects from collaboration; 3) while there has been an established approach to construct a higher education policy, the approach needs to be broader in terms of participants (including the government); 4) there is improved access to science, technology, engineering, and math for women and girls; and 5) the Centers for Career Development, which promote student engagement with the private sector, are the most likely to sustain. The evaluation recommends that USAID continue to support the investigations, curriculum reform implementation, teacher training, and scholarships, as well initiate as the construction of an entity to strategically integrate and give continuity to the cluster model.",6]
["Universities as the engine of economic growth: Insights from developing the first industry-higher education clusters in El Salvador",2017,"https://files.eric.ed.gov/fulltext/ED582377.pdf","Navarro, Richard; Barbarasa, Estera; Thakkar, Ami","RTI International","We explore the recent undertaking in El Salvador to establish the country's first industry-higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agroindustry and food processing. These clusters take a systems approach to aligning higher education institutions (HEis) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Finally, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-level economic benefits. Strategies presented include: 1) treat aligning educational systems to respond to labor market needs as a complex systems problem; 2) create a common vision that can unite sectors followed by a clear road map; 3) create quick wins early on to keep people engaged and demonstrate in tangible terms what benefits different actors are getting; 4) clusters require organizational structure; 5) higher education and industry need to learn to speak each other's languages; 6) shift from short-termism to long-term thinking; 7) HEIs, industry, and government need to share costs and co-finance the resources for partnerships; 8) clusters should clearly define what success\" of the collaboration will look like in 3-5 years and develop mechanisms and indicators for accountability.\"",6]
["USAID higher education for economic growth activity: A path towards the fourth industrial revolution in El Salvador",2019,"https://pdf.usaid.gov/pdf_docs/PA00TQHC.pdf","RTI International","USAID","This document gives an account of the validity and effectiveness of the approach adopted by the USAID Higher Education for Economic Growth Activity in addressing the indicators associated with innovation, skills development and business dynamism during its interventions. The Activity established the cluster model as an institutional platform on which mutually beneficial relationships between the HEIs, industry and the government were built; a partnership was formed to ensure the quality of human resources by improving the training programs that are offered. Innovation was also promoted as a way to solve industry issues or increase production. When creating the clusters, the Activity chose four sectors based on their potential for growth and their importance within the economy: (1) Information and Communications Technology; (2) Light Manufacturing; (3) Energy and Energy Efficiency; and (4) Agro-Industry and Food Processing. Over the course of five years of Activity implementation, an institutional framework of university, industry and government collaboration was achieved, which allowed for the definition and implementation of programs that are aligned with the critical variables of innovation, the development of human talent, and business dynamism, in the context of the opportunities of the Fourth Industrial Revolution. The diverse Activity interventions have shown us the value of focusing on human capital, transforming the higher education system, equipping it with skills for innovation, and contributing to strengthening relationships with the production sector.",6]
["Toward knowledge-based economy: Innovation and transformational leadership in public universities in Texas and Qatar",2019,"https://www.mdpi.com/2071-1050/11/23/6721","Al-Mansoori, Reem S.; Koç, Muammer","Sustainability (Switzerland)","The essentiality of the universities' roles in enhancing economies and transforming societies is a global mantra. However, when it comes to wealthy and oil-dependent states such as Texas in the United States and Qatar in the Middle East, the impact of universities on sustainable economic development is questionable. This article discusses the transformational efforts within engineering colleges at two public universities in Texas and in Qatar to support their states' visions in moving toward innovative and knowledge-based economies. The study examined the innovation capacity building of both institutions through measuring the transformational leadership styles in engineering colleges and its impact on the faculty's innovative production of technical articles, patents, and sustainable development-related courses. The cultural impact of the two contexts on the leader-follower relationship was addressed in the discussion using Hofstede's cultural dimension framework. The results showed that leaders in both colleges possess a transformational leadership style, albeit lower than the norm. This study disclosed that, in the high-power distance contexts, the idealized image of the leader contributed positively toward higher satisfaction of the followers with their leaders and current governance systems, while acknowledgment and rewards were the sources of satisfaction in low-power distance societies. Followers in a low uncertainty avoidance, individualistic, and short-term-oriented context achieved higher technical production. Both public universities expressed the need for government involvement in supporting the culture of innovation.",6]
["University technology transfer efficiency in a factor driven economy: the need for a coherent policy in Egypt",2019,"https://doi.org/10.1007/s10961-019-09737-w","Kirby, David A.; El Hadidi, Hala H.","The Journal of Technology Transfer","The article examines the effectiveness of instruments to promote technology transfer and foster entrepreneurial innovation in Egypt where there are individual measures but no comprehensive, unified policy or strategy to promote the transfer and commercialisation of the intellectual property stemming from university research. The study examines the extent of technology transfer in the country and the effectiveness of the various existing measures through a four-phase investigation involving in-depth interviews with experts, a questionnaire survey of 400 Egyptian Science, Engineering and Technology academics, three case studies of Technology Transfer Offices and a 237 respondent industry survey. The results indicate that despite the measures that have been introduced, there is little university‚Äìindustry collaboration and that the interventions are of limited effectiveness. The article concludes that there is a need for a broad, national co-ordinating policy that encourages universities and industry to collaborate, particularly on research, and to engage in the transference and commercialisation of technology.",6]
["Towards an entrepreneurial university: case of Tunisia",2020,"https://www.worldscientific.com/doi/10.1142/S0218495820500028","Sidrat, Sawsen; Boujelbene, Younes","Journal of Enterprising Culture","In this paper, we shed light on the entrepreneurial university in Tunisia through a quantitative survey of 532 heads of Tunisian universities to explore, identify and understand the factors that help a Tunisian university to become an entrepreneurial one. Our results showed that to become entrepreneurial, the university should adopt an entrepreneurial orientation, in other words, it should be innovative, autonomous, proactive, risk taker and competitive. In this context, a proposed conceptual model can be used as a tool for the universities wishing to initiate and implement an entrepreneurial orientation policy.",6]
["Nature and dynamics of industry-based workplace learning for South African TVET lecturers",2016,"https://eric.ed.gov/?id=EJ1097976","van der Bijl, Andre; Taylor, Vanessa","Industry and Higher Education","This article reports on the findings of an industry workplace experience project involving lecturers in South Africa's technical and vocational education and training (TVET) colleges, against the backdrop of new legislation and the realization that college lecturers' industry-related skills are in question. Its focus is on the nature of TVET lecturer industry-based workplace learning and the internal dynamics of its implementation in the college and employer systems. The article provides background on workplace-based learning for TVET lecturers and contrasts this form of workplace learning with forms used for students. After providing a critical analysis of methods used to theorize workplace-based learning, a model is employed to describe and analyse lecturers' experiences, with the aim of informing national and international knowledge and practice. The study supports the argument that workplace-based learning for TVET lecturers is not the same as for students. While students are exposed to workplaces to provide them with orientation and initial skills for future careers, workplace-based learning for lecturers is designed to improve knowledge development competencies. TVET lecturers undertake workplace-based learning to improve their knowledge of practice and so improve their theorization and teaching skills. The article points to the need for further research on and theorizing of industry-based workplace learning for lecturers.",7]
["Skills Development and Youth Employability In West Africa: Observations on the state of TVET and good practices from Senegal, Ghana, Ivory Coast, and Nigeria",2020,"http://www.adeanet.org/en/knowledge-and-resources/skills-development-youth-employability-west-africa-senegal-ghana-ivory-coast","Busson, Svenia","Association for the Development of Education in Africa","Many Sub-saharan African countries are facing huge challenges in creating relevant education and employment opportunities for their young and fast growing population. Demand for jobs outpace growth in job opportunities. While many of the jobs available are in technical and Ô¨Åelds, Technical and Vocational Education and Training (TVET) is generally not leveraged effectively for a range of reasons - including lack of legislative and political support from the state, outdated curricula, insufÔ¨Åcient public-private partnerships and undesirable perception of TVET among the public. However, even in the face of these challenges, there are a number of successful initiatives operating in TVET. Recommendations to improve the state of TVET in this part of the world could be to recognize and support formal as well as informal TVET paths in order to improve its image. Also, the private sector could play a huge role by becoming more engaged in TVET through offering more internships, apprenticeships etc. Last but not least, it seems important to cultivate an entrepreneurial mindset in the African youth, to move from job search to job creation. This report provides an overview on the state of TVET in West Africa (focusing on Senegal, Nigeria, Ghana and Ivory Coast) and highlights examples of successful models and good practices from the ground.",7]
["Harnessing the potential of hospitality and tourism for young people's employment",2018,"https://mastercardfdn.org/wp-content/uploads/2018/08/MCF14003-Youth-Think-Tank-2018-Report-vFA-AODA.pdf","Mastercard Foundation","Mastercard Foundation","With over one billion young people set to enter the global labour market over the next decade, the opportunity for the largest youth generation in history to reshape economies is upon us. With this opportunity comes an urgency to find solutions that unleash the agency of young people to build their confidence, amplify their voices, and ensure they have the skills needed for work. To date, however, how to support young people in leading economic change has remained unclear for employers and policymakers alike. All too often, this is because young people are not engaged as experts who are capable of not only answering these key questions, but also adding unique value and perspectives that decision-makers may lack. This youth-led research into the hospitality and tourism sector highlights the voices of young people who were interviewed by their peers regarding the challenges and opportunities presented by the sector. All too often, the perspectives and voices of young people are absent when this sector is examined. This research attempts to fill this gap by elevating these voices. Findings: 1) Youth leadership can promote the hospitality and tourism sector; 2) Youth people must co-lead initiatives to broaden access to training and jobs; 3) Employers must invest in youth employee's growth to support sector stability; 4) Governments must engage with young people and deliver their priorities for employment; 5) With confidence and support, young people will take control of their own career paths; 5) Governments must prioritize youth engagement and sector development",7]
["University–industry linkages and knowledge creation in Eastern and Southern Africa: some prospects and challenges",2013,"http://dx.doi.org/10.1080/09744053.2013.832066","Mihyo, Paschal B.","Africa Review","The development of technical and technological capabilities through research and innovation has dominated the African development agenda since adoption of the Lagos Plan of Action, 1980 through to the current policies of the African Union, the African Development Bank, the New Partnership for Africa's Development (Nepad), and the African regional economic communities. University-industry linkages are the best modality for achieving this goal. In Africa, however, these linkages are weak. Where they do exist, they are based on short-term, individualised projects. Industries lack a robust research and development base to absorb knowledge generated by research and innovation institutions. Governments do not provide adequate incentives for such linkages and universities lack the mandate, organisational structures, human resources management policies, modalities for promoting the protection of intellectual property rights generated by research and innovation activities, and the necessary incentive schemes to nurture, capture, and reward talent and innovation. In order to overcome these obstacles, creative and adaptive policies are required to strengthen these linkages through financial support to industries and universities, and incentives conducive to long-term co-operation between them.",7]
["Knowledge creation and human capital for development: The role of graduate entrepreneurship",2011,"www.emeraldinsight.com/0040-0912.htm","Mitra, Jay; Abubakar, Y. A.; Sagagi, M.","Education and Training","Purpose: Tackling structural and emergent problems in the labour market, valorising skilled human capital (HC) for opportunity creation, economic development and growth, are some of the key drivers for graduate entrepreneurship. This paper aims to examine developments in Africa, focusing on the significance of improving human capital through graduate entrepreneurship to meet the Millennium Development Goals (MDGs) in Nigeria. Design/methodology/approach: Based on a unique Education Partnerships in Africa (EPA) project the paper adopts a conceptual and exploratory approach to understand the institutional, cultural and economic dimensions of change and the specific role of graduate entrepreneurship education and training in enabling productive outcomes, using an illustrative case study of the project to develop the arguments. Findings: Knowledge creation lies at the heart of entrepreneurship development in developing economies such as Nigeria. Knowledge creation (KC) for entrepreneurship (E) is based on human capital (HC) development. In circumstances of uneven growth in developing economies HC development is the only constant. Harnessing HC for entrepreneurship can be based on three sets of propositions derived from an examination of the relationship between KC, HC and E, which locate graduate entrepreneurship's role within a holistic, institutional framework. Originality/value: The paper's originality lies in the development of a model for promoting and evaluating a holistic approach to graduate entrepreneurship in developing countries based on the targeting of MDGs. It offers new insights into the role of graduate entrepreneurship in economic and social development.",7]
["University-industry linkages' literature on Sub-Saharan Africa: systematic literature review and bibliometric account",2018,"https://link.springer.com/article/10.1007/s11192-018-2760-4","Zavale, Nelson Casimiro; Langa, Patrício Vitorino","Scientometrics","As a result of the growing interest on University-Industry Linkages (UIL)' research, systematic literature reviews and bibliometric studies have been undertaken to describe the state-of-the-art and provide a quantitative overview of the literature on UILs. However, these reviews have mainly enhanced the visibility of UILs' literature targeting developed countries. UILs' literature focusing on developing countries, particularly on Sub-Saharan Africa (SSA), is generally less visible. This paper seeks to fill this gap and to enhance the visibility of UILs' focusing on SSA, by undertaking a systematic literature review and displaying its bibliometric portrait. More specifically, the paper addresses the evolution, sources, main research questions, units of analysis, methods, countries researched, the influence of this literature, as well as its main findings. Based on Web of Science, Scopus and Google Scholar, 230 relevant articles have been identified and analysed. The paper's findings demonstrate that, while SSA continues to be an under-research terrain, the quantity of literature targeting this continent seems to be substantial and higher than it is often portrayed. The findings also demonstrate the dominance of South Africa, Nigeria and developed countries, both as knowledge producers and consumers of literature focusing on SSA. African poor countries seem to suffer from a double neglect: they are under-researched, but also ignored when research on them is produced. The paper argues, therefore, for the need to reconsider the place of African low-income countries in UILs' research, both as empirical fields and as incipient knowledge producers.",7]
["Public university autonomy in Afghanistan: Assessment of three dimensions - financial, academic, and administrative",2019,"https://works.bepress.com/joseph_berger/45/download/","Berger, Joseph B.; Siwash, Najib; Zargar, Waheedullah; Assadullah, Sulaimen; Hedayet, Mujtaba; Aslami, Hassan; Wajdi, Habibullah; Mussaway, Javid",null,"Assessment of eight public universities in Afghanistan. Assesses each institution's financial, academic, and administrative autonomy. Discussion of importance of each dimension of autonomy and challenges the universities faced. Discussion of budgets, budget planning, recruitment, income generation, research, branding and marketing.",7]
["An analysis of the status of the Triple Helix and university-industry-government relationships in Asia",2014,"https://link.springer.com/article/10.1007/s11192-013-1100-y","Chung, Chung Joo","Scientometrics","The literature on the characteristics of the Triple Helix (TH) and university-industry-government relationships has not sufficiently shared research on this topic in Asia. Based on the assumption that the literature does not provide a sufficient overview of the sparse and complex yet diverse process of TH research in Asia, this study examines the characteristics of TH scholars such as their affiliations, preferred journals, international linkage patterns, and semantic discourse networks by analyzing their research articles. The results identify the most prominent TH scholars, journals, issues, and research trends in Asia and suggest a need for deeper and more creative analyses of the TH model in the region and for longer time periods for longitudinal analyses. {\\textcopyright} 2013 Akad{\\'{e}}miai Kiad{\\'{o}}, Budapest, Hungary.",7]
["Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance mid-term performance evaluation",2017,"https://docs.google.com/viewerng/viewer?url=https://vdocuments.site/google-reader?url{\\%}3D497a2c0b89beb08fcd4d593eb29dc76c97c5de7ce004f81b95d2b08a37c14ed71688c697f233262228b6f884d721e22765f9bf8c884862c5786258d00e368dfa4SDoS3qVdrqBDpWtabeXjPHTKSCLkEbcrfO9w9i","Dunworth, William","Management Systems International","Launched in September 2015 and continuing through September 2020, the Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance is managed by Arizona State University (ASU) on behalf of the US Agency for International Development (USAID). Based on the pillars of institutional policy, quality, curriculum, faculty innovation and technology, BUILDIT leverages deep and diverse government-industry-academic partners that share a goal of tightly linking science, technology, engineering and math (STEM) instruction in Vietnamese higher education institutions to the needs and capabilities of industry partners to produce graduates who can lead inclusive, technology-based growth. The rapid adoption of educational innovation will be driven by the input of key stakeholders through their participation in semi-annual Solutions Councils managed by the project. A network of maker innovation labs will support curricular innovation, providing students and faculty with a venue to implement the applied-problem and project-based curriculums being developed. The Higher Education Learning and Innovation Exchange (HELIX) portal will serve as a web-based repository for educational assets, resources and faculty training and development tools. To achieve these ends, BUILD-IT has the three development objectives: ‚Ä¢ Objective 1: Strengthen Higher Education Policy ‚Ä¢ Objective 2: Improve Academic Programs and Outcomes ‚Ä¢ Objective 3: Enable University ‚Äì Private Sector Collaboration",7]
["Bridging the cultural divide: Trust formation in university-industry research collaborations in the US, Japan, and South Korea",2014,"http://dx.doi.org/10.1016/j.technovation.2014.04.006","Hemmert, Martin; Bstieler, Ludwig; Okamuro, Hiroyuki","Technovation","Academia and industry increasingly work together, but this is not always an easy endeavor. In this article we investigate how relational mechanisms facilitate trust formation in university-industry research collaborations (UICs) in three countries and contribute to the understanding of international similarities and differences in UICs by considering institutional factors, specifically, the strength and maturity of UICs in each country. Analyzing survey data of 618 recent UICs in the US, Japan, and South Korea, we identify the activities of innovation champions as a critical trust building mechanism between firms and universities that complements initial trust formation through tie strength, partner reputation, and contractual safeguards. We find that partner reputation and champion behavior are more important for trust formation in South Korea than in the US and Japan, indicating that in 'emerging UIC countries' where most firms and universities have little collaboration experience, reputation and the leadership by innovation champions are more important for trust formation in UICs than in 'advanced UIC countries' with strong and mature UIC networks. From a public policy perspective, our findings suggest that networks between firms and universities should be generally strengthened and collaboration partners should be provided with effective contractual safeguards to enhance trust formation in UICs. {\\textcopyright} 2014 Elsevier Ltd.",7]
["How can academic innovation performance in university‚Äìindustry collaboration be improved?",2017,"http://dx.doi.org/10.1016/j.techfore.2016.03.024","Huang, Mu Hsuan; Chen, Dar Zen","Technological Forecasting and Social Change","As universities gradually become the center of society's knowledge production system, their role in innovation becomes more diverse. In the pursuit of such a role, universities are encouraged to establish a university‚Äìindustry collaboration (UIC) context that supports faculties and students to engage in entrepreneurial activities. On the basis of the organizational control perspective, we investigated how UIC factors, namely implementing a formal UIC management mechanism, implementing UIC regulations, and supporting an innovative climate, influence the academic innovation performance of universities. The results of partial least squares analysis of 141 Taiwanese universities showed that UIC-subsidized universities have more advantages for developing their UIC environment and improving academic innovation performance. We found that a formal UIC management mechanism might be the most essential factor for enhancing the academic innovation performance of non-UIC-subsidized universities. Furthermore, the innovation climate was found to moderate the relationship between formal UIC management mechanisms and academic innovation performance.",7]
["Mid-Term Evaluation of the Higher Engineering Education Alliance Program (HEEAP)",2013,"https://pdf.usaid.gov/pdf_docs/PDACX675.pdf","JBS International Aguierre Division","USAID","The Higher Engineering Education Alliance (HEEAP) program aims to transform engineering education in Vietnam from what is described as passive theory-based instruction to active project-based instruction\" with the goal of producing \"work-ready\" graduates for the country's booming high-tech sector. The principal development intervention employed to achieve HEEAP's goals was annual training sessions on active learning and curriculum design. Three cohorts totaling 123 Vietnamese lecturers were selected to attend a 6-week training program in Arizona each summer from 2010 to 2012. Three related interventions were designed to assist training participants with promoting changes at their home institutions: (1) a faculty reform project conducted by small groups that were formed during the training and completed after the participants returned; (2) a mentoring system established in conjunction with the faculty projects to support the change process HEEAP aimed to achieve at each university; and (3) a component for leadership outreach and socialization to aid institutional reform. A corollary objective of HEEAP was to help Vietnamese institutions advance toward international accreditation through the Accreditation Board for Engineering and Technology (ABET). The intent of the evaluation was to produce a forward-looking assessment whose findings and recommendations could be incorporated into follow-on programs. The Scope of Work (SOW) identified three focus areas for evaluation: (1) project achievements -- the success of HEEAP in advancing cutting-edge instruction, providing a relevant and up-to-date curriculum, improving undergraduate learning outcomes.",7]
["Mid-Term Performance Evaluation of the University Support and Workforce Development Program",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?",7]
["Evaluation interim report for the Georgia II Industry-Led Skills and Workforce Development Project",2019,"https://www.mathematica.org/our-publications-and-findings/publications/evaluation-interim-report-for-the-georgia-ii-industry-led-skills-and-workforce-development-project","Borkum, Evan; Cheban, Irina; Fernandez, Camila; Nichols-Barrer, Ira","Mathematica for Millennium Challenge Corporation","MCC's {\\$}140 million Georgia Compact II (2014-2019) funded the {\\$}16 million Industry-Led Skills and Workforce Development (ISWD) Project, which aimed to improve the alignment between the skills of Technical and Vocational Education and Training (TVET) graduates and the skills demanded by the labor market. It provided grants to establish new or improved courses reflecting industry demand; awarded smaller grants to document and disseminate best practices; provided technical assistance to the government related to sector policy; and held annual TVET conferences. Key findings: 1) Through Program Improvement Competitive Grants (PICG) Activity, the ISWD project established 51 new or improved TVET courses in Georgia; 2) These courses were established in close cooperation between the TVET provider and private sector partners, who provided knowledge and material support; 3) Total enrollment in courses exceeded compact's target; 4) Trainees and teachers had positive first impressions of the new courses; 5) There was optimism about trainee's labor market prospects; 6) Small grants supported dissemination of best practices that could be replicated by others; 7) Technical assistance component delivered support for a wide range of policy reforms, but more work will need to be done; 8) Annual TVET conference well-attended and well-received by stakeholders",7]
["Making industry-university partnerships work: Lessons from successful collaborations",2012,"https://sciencebusiness.net/sites/default/files/archive/Assets/94fe6d15-5432-4cf9-a656-633248e63541.pdf","Edmondson, Gail","Science|Business Innovati on Board AISBL","Universities and industry have been collaborating for over a century, but the rise of a global knowledge economy has intensified the need for strategic partnerships that go beyond the traditional funding of discrete research projects. World-class research universities are at the forefront of pioneering such partnerships. They are designed to run longer, invest more, look farther ahead and hone the competitiveness of companies, universities and regions. In short, they transform the role of the research university for the 21st century, anchoring it as a vital centre of competence to help tackle social challenges and drive economic growth. But it's a big leap. It requires each side to engage far beyond the conventi onal exchange of research for funding. When they work well, strategic partnerships merge the discovery-driven culture of the university with the innovation-driven environment of the company. But to make the chemistry work, each side must overcome the cultural and communications divide that tends to impair industry university partnerships of all types and undercut their potential. This report aims to address the challenge of bridging the industry-university divide by highlighting what makes universities attractive as industry partners, what structures make for excellent partnerships and what approach produces seamless interactions. It builds on a growing pool of academic research about the state of industry-university collaboration and off ers concrete lessons and recommendati ons from experienced managers on both sides of the divide. The empirical lessons in this research lead to some obvious policy conclusions. They include: 1. Keep the ship steady. Policymakers need to ensure a predictable, stable environment of funding and regulati on for long-term strategic partnerships to thrive. 2. Give universities the autonomy to operate effectively, and form partnerships. The best people to decide a university's strategy are its own board and faculty heads, not government ministries. Without freedom to operate ‚Äì with appropriate checks and balances ‚Äì they cannot form effective partnerships. 3. Reward activist, collaborative universities ‚Äì and encourage more to be that way. Funding incentives work: government policy should reward, or at least not discourage, universities and companies that form strong partnerships. New government programmes, such as proposed by the EU and some national governments, should entice others to take the same step.",7]
["Context perspective on university-industry collaboration processes: A systematic review of literature",2020,"https://doi.org/10.1016/j.jclepro.2020.120861","Nsanzumuhire, Silas U.; Groot, Wim","Journal of Cleaner Production","Studies on University-Industry Collaboration (UIC) have mainly focused on processes at the individual and institutional levels. The result has been a proliferation of literature on aspects of UIC implementation processes often accounting for contextual differences. A survey of previous systematic reviews showed a gap in integration of knowledge on UIC implementation processes from a holistic and economic context perspective. This systematic review of the literature seeks to cover that gap by integrating the literature on UIC implementation processes from developed and developing countries contexts. In total 68 publications were reviewed and the data extracted were qualitatively analyzed using a grounded theory approach. Three major themes are distinguished: channels of interaction, UIC mechanisms, and barriers to UIC. The channels of interaction were often presented in categories. The most comprehensive were found to be bi-directional, traditional, commercial and service channels. It was found that commercial channels are ranked by both industry and academia as the least important and the least preferred by collaboration actors. The review discerned three major forms of UIC implementation processes: (1) educational collaboration, (2) academic entrepreneurship and (3) research related collaboration. Mechanisms of implementing these three forms of interaction vary, but continuous interactions are frequently proposed as the best method of knowledge transfer, contrasting with the traditional linear view of UIC processes. Regarding barriers to collaboration, five categories of barriers (misalignment barriers; motivation related barriers; capability related barriers; governance-related barriers and contextual barriers) are identified. The review indicated also that there is still a research coverage gap in developing countries compared to developed countries, and that the educational collaboration form is somehow neglected. It is therefore recommended to use an action research approach to advance research in developing countries and to provide extra attention to educational collaboration mechanisms since this form is among the preferred means of UIC.",7]
["The Evolving Role of Universities in Economic Development: The Case of University–Industry Linkages",2011,"https://link.springer.com/chapter/10.1007/978-1-4419-7509-6_3","Reddy, Prasada","Universities in Transition: The Changing Role and Challenges for Academic Institutions","For the last decade and a half, the role played by universities in economic growth, particularly through university‚Äìindustry linkages, has been occupying the minds of policymakers and academics equally. The direct influence of university research in economic development is, however, not new. Since their inception, more than a century ago, agriculture universities through their research on new varieties of seeds, disease resistant crops, etc., have played a vital role in increasing the ¬≠agricultural productivity and farmers' incomes. Extension services provided by the agricultural universities, through which they transferred new technologies and ¬≠associated knowledge to farmers, have been the main channels through which ¬≠university research has been commercialized.",7]
["University-Industry co-operation to promote industrial relevance in the field instrumentation component of control education",2016,"http://dx.doi.org/10.1016/j.ifacol.2016.07.195","Serbezov, Atanas; Cummings, Don","IFAC-PapersOnLine","In every manufacturing process field instruments establish the foundation for control. As a result, field instrumentation is an integral part of the control curriculum for engineering disciplines that support process manufacturing. In the Chemical Engineering curriculum most of the hands-on interactions with field instruments occur in the Unit Operations (UO) laboratory. In order to make these interactions industrially relevant, dialogue and active engagement with industry are essential. In this paper we present eight features of our co-operation with industry that have significantly expanded the breadth of the UO laboratory experiences for the Chemical Engineering students and faculty. In addition to providing financial help for state-of-the-art field instruments, our industrial partners have also shared technical resources and know-how that have enabled us to integrate the technology into the curriculum in an industrially relevant way. The most notable elements that distinguish our UO laboratory are the large number of installed field instruments (173), the distributed control system (DSC), the asset management system (AMS), and the high level of active interaction with field instruments. The end result is that our students are developing a marketable skill set directly applicable to the industrial practice of control. Our faculty are benefitting from the co-operation with industry as well by being provided with various opportunities for professional development.",7]
["The creation and diffusion of innovation in developing countries: A systematic literature review",2016,"https://onlinelibrary.wiley.com/doi/abs/10.1111/joes.12126","Zanello, Giacomo; Fu, Xiaolan; Mohnen, Pierre; Ventresca, Marc","Journal of Economic Surveys","In this study, we review the literature on the creation and diffusion of innovation in the private sectors (industry and services) in developing countries. In particular, we collect evidence on what are the barriers to innovation creation and diffusion and the channels of innovation diffusion to and within developing countries. We find that innovation in developing countries is about creation or adoption of new ideas and technologies; but the capacity for innovation is embedded in and constituted by dynamics between geographical, socio-economic, political and legal subsystems. We contextualize the findings from the review in the current theoretical framework of diffusion of innovations, and we emphasize how the institutional context typical of developing countries impacts the diffusion itself.",7]
["University-industry collaboration and innovation in emergent and mature industries in new industrialized countries",2013,"http://dx.doi.org/10.1016/j.respol.2012.06.006","Bodas Freitas, Isabel Maria; Marques, Rosane Argou; Silva, Evando Mirra De Paula E.","Research Policy","As the economies and indigenous technological capabilities of the new industrialized countries improve, national universities and public research organizations are expected to become increasingly important for supporting indigenous firms to move into more dynamic and high-opportunity industries. However, the characteristics of collaboration with universities may be very specific depending on whether the industry partner is engaged in mature or emergent activities. In this study, we explore and discuss the role of university-industry collaboration for the development of innovation in mature and emergent industries in new industrialized countries. Evidence from 24 research groups in science and engineering departments in universities and public research organizations in Brazil provides preliminary empirical corroboration for the proposal that the contexts and role of university-industry collaboration in mature and emergent industries are diverse. Knowledge networks are underdeveloped in emerging industries, and public support for research projects is dispersed. This means that university research and development projects with firms in emergent industries are less likely than projects with firms in mature industries to be the result of academic initiatives and public calls for research projects, or to be wholly financed by major public research sponsors. In emergent industries, the role of students and firm employees is crucial for mediating between public research organizations and companies. The policy implications of these preliminary findings are discussed. {\\textcopyright} 2012 Elsevier B.V.",7]
["The impact of higher education on entrepreneurship and the innovation ecosystem: A Case study in Mexico",2019,"https://www.mdpi.com/2071-1050/11/20/5597","Castro, May Portuguez; Scheede, Carlos Ross; Zermeño, Marcela Georgina Gómez","Sustainability (Switzerland)","Entrepreneurship is recognized as an engine for the economy. However, Latin America must promote higher opportunities for the creation of new businesses, especially for technology-based ventures. In this sense, the Center for Global Innovation and Entrepreneurship (CGIE) of the University of Texas at Austin offers a Master of Science in Technology Commercialization (MCCT) that prepares students with methodologies to promote the creation of new businesses in Mexico. This study aims to know the contribution of training to the creation of new companies, and its role in the innovation and the technology transfer processes, from the viewpoint of the participants. This research presents a case study that analyzes the impact of the MCCT through the analysis of the data of a survey answered by 109 former students of this center. Findings show that the methodologies developed by the MCCT allow the creation of technology-based enterprises and entrepreneurial skills in students. This study presents good practices that can be emulated by other countries in the region, as well as recognizing the great value the role of higher education in creating synergies between actors of the innovation ecosystem that strengthen social and economic growth.",7]
["The skills development challenge in Latin America: Diagnosing the problems and identifying public policy solutions",2016,"https://www.mathematica.org/our-publications-and-findings/publications/the-skills-development-challenge-in-latin-america-diagnosing-the-problems-and-identifying-public","Fiszbein, A.; Cosentino, C.; Cumsille, B.","Mathematica Policy Research","In spite of an increase in the years of schooling attained by adults in Latin American countries, evidence highlights gaps in skills development that represent a bottleneck to productivity growth and to the ability of Latin American workers to obtain gainful employment. This paper describes key drivers of the skills development problem and offers recommendations that seek to leverage policy tools to address the challenge. Key Findings: Regulations, financial incentives, information, and public/private partnerships may be leveraged to (1) better align the content and skills taught with the demands of the labor market (through competency-based and technical/vocational education), (2) enhance quality (through strengthened quality assurance mechanisms and widespread dissemination of information), and (3) improve graduation rates in secondary and tertiary education (in particular through outcomes monitoring and evidence-based solutions).",7]
["Final performance evaluation of the higher education for economic growth activity",2018,"https://pdf.usaid.gov/pdf_docs/PA00T881.pdf","Megan, Gavin; Cristina, Accioly; Oscar, Picardo","Mendez England and Associates","The purpose of the final performance evaluation of the Higher Education for Economic Growth Activity (HEA) is to provide recommendations to: 1) the Activity for the final year; and 2) the United States Agency for International Development (USAID) for future programming. The evaluation focused on five evaluation questions (EQs), including: assessing results (EQ 1); the role of clusters (EQ 2); the government and higher education institutions (EQ 3); gender (EQ 4); and analyzing the extent to which results will be sustained (EQ 5). The evaluation used a mixed-methods approach, including document review; analysis of HEA's monitoring and evaluation data and performance indicators; key informant interviews and surveys for faculty/staff; focus group discussions; and direct observation. Key illustrative findings include: 1) teachers consider diploma programs available, high quality, and well facilitated; 2) trust has been established via positive and significant effects from collaboration; 3) while there has been an established approach to construct a higher education policy, the approach needs to be broader in terms of participants (including the government); 4) there is improved access to science, technology, engineering, and math for women and girls; and 5) the Centers for Career Development, which promote student engagement with the private sector, are the most likely to sustain. The evaluation recommends that USAID continue to support the investigations, curriculum reform implementation, teacher training, and scholarships, as well initiate as the construction of an entity to strategically integrate and give continuity to the cluster model.",7]
["Universities as the Engine of Economic Growth: Insights from Developing the First Industry-Higher Education Clusters in El Salvador",2017,"https://files.eric.ed.gov/fulltext/ED582377.pdf","Navarro, Richard; Barbarasa, Estera; Thakkar, Ami","RTI International","We explore the recent undertaking in El Salvador to establish the country's first industry‚Äì higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agro -industry and food processing. T hese clusters take a systems approach to aligning higher education institutions (HEIs) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Fina lly, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-l evel economic benefits.",7]
["Universities as the Engine of Economic Growth: Insights from Developing the First Industry– Higher Education Clusters in El Salvador",2017,"https://files.eric.ed.gov/fulltext/ED582377.pdf","Navarro, Richard; Barbarasa, Estera; Thakkar, Ami","RTI International","We explore the recent undertaking in El Salvador to establish the country's first industry-higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agroindustry and food processing. These clusters take a systems approach to aligning higher education institutions (HEis) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Finally, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-level economic benefits. Strategies presented include: 1) treat aligning educational systems to respond to labor market needs as a complex systems problem; 2) create a common vision that can unite sectors followed by a clear road map; 3) create quick wins early on to keep people engaged and demonstrate in tangible terms what benefits different actors are getting; 4) clusters require organizational structure; 5) higher education and industry need to learn to speak each other's languages; 6) shift from short-termism to long-term thinking; 7) HEIs, industry, and government need to share costs and co-finance the resources for partnerships; 8) clusters should clearly define what success\" of the collaboration will look like in 3-5 years and develop mechanisms and indicators for accountability.\"",7]
["USAID higher education for economic growth activity: A path towards the fourth industrial revolution in El Salvador",2019,"https://pdf.usaid.gov/pdf_docs/PA00TQHC.pdf","RTI International","USAID","This document gives an account of the validity and effectiveness of the approach adopted by the USAID Higher Education for Economic Growth Activity in addressing the indicators associated with innovation, skills development and business dynamism during its interventions. The Activity established the cluster model as an institutional platform on which mutually beneficial relationships between the HEIs, industry and the government were built; a partnership was formed to ensure the quality of human resources by improving the training programs that are offered. Innovation was also promoted as a way to solve industry issues or increase production. When creating the clusters, the Activity chose four sectors based on their potential for growth and their importance within the economy: (1) Information and Communications Technology; (2) Light Manufacturing; (3) Energy and Energy Efficiency; and (4) Agro-Industry and Food Processing. Over the course of five years of Activity implementation, an institutional framework of university, industry and government collaboration was achieved, which allowed for the definition and implementation of programs that are aligned with the critical variables of innovation, the development of human talent, and business dynamism, in the context of the opportunities of the Fourth Industrial Revolution. The diverse Activity interventions have shown us the value of focusing on human capital, transforming the higher education system, equipping it with skills for innovation, and contributing to strengthening relationships with the production sector.",7]
["National innovation systems in developing countries: Barriers to university–industry collaboration in Egypt",2015,"https://www.ingentaconnect.com/content/intellect/tmsd/2015/00000014/00000002/art00004;jsessionid=4ma7qovierm6.x-ic-live-02","Attia, Ahmed M.","International Journal of Technology Management and Sustainable Development","The purpose of this article is to investigate the Egyptian national innovation system and its main components. It aims to identify the barriers and the drivers to university‚Äìindustry collaboration. Four hypotheses are proposed to measure the barriers and drivers to university‚Äìindustry collaboration. These hypotheses are tested using correlation analysis and Z test based on data collected from 162 companies from industrial areas and free zones around Cairo and Alexandria. The results of the study support the proposed four hypotheses.",7]
["The entrepreneurial university: a proposed model for developing nations",2019,"www.emeraldinsight.com/0262-1711.htm","Bizri, Rima; Hammoud, Jamil; Stouhi, Marwa; Hammoud, Manar","Journal of Management Development","Purpose: The purpose of this paper is to propose a model for entrepreneurial universities (EPUs) that operate in developing countries, as most of the existing research has either focused on the western context or neglected context altogether. The model is intended to identify the EPU's key success factors while taking into consideration its contextual constraints. Design/methodology/approach: A 60-item survey instrument was designed and distributed across the top 10 QS-ranked universities in Lebanon, and the data were analyzed using structural equation modeling with SmartPLS. Findings: The results of data analysis confirmed the influence of resources and capabilities and knowledge transfer as the two most powerful ‚Äúuniversity-specific‚Äù success factors. Importantly, the relationship between the university-specific factors and innovation was mediated by the presence of a strong entrepreneurial culture, while an entrepreneurship environment was found to be conducive to entrepreneurship outcomes of the EPU. Originality/value: This paper fills a gap in the literature by suggesting a model for the EPU in developing nations, taking into consideration the various constraints of those nations.",7]
["An investigation into the key determinants of university–industry links in Algeria",2015,"https://www.ingentaconnect.com/content/intellect/tmsd/2015/00000014/00000002/art00003","Boutifour, Zohra; Saad, Mohammed; Guermat, Cherif","International Journal of Technology Management and Sustainable Development","The role of higher education institutions (HEIs) in developing the innovative capacity of societies is well recognized. As the main producers of knowledge, they contribute directly and indirectly to economic growth. Yet, little is known on the engagement of universities in developing countries with their social and economic environment. This article adopts a quantitative approach to identify the main factors affecting the role of Algerian HEIs in promoting and cooperating with their economic and social environment.",7]
["University technology transfer efficiency in a factor driven economy: the need for a coherent policy in Egypt",2019,"https://doi.org/10.1007/s10961-019-09737-w","Kirby, David A.; El Hadidi, Hala H.","The Journal of Technology Transfer","The article examines the effectiveness of instruments to promote technology transfer and foster entrepreneurial innovation in Egypt where there are individual measures but no comprehensive, unified policy or strategy to promote the transfer and commercialisation of the intellectual property stemming from university research. The study examines the extent of technology transfer in the country and the effectiveness of the various existing measures through a four-phase investigation involving in-depth interviews with experts, a questionnaire survey of 400 Egyptian Science, Engineering and Technology academics, three case studies of Technology Transfer Offices and a 237 respondent industry survey. The results indicate that despite the measures that have been introduced, there is little university‚Äìindustry collaboration and that the interventions are of limited effectiveness. The article concludes that there is a need for a broad, national co-ordinating policy that encourages universities and industry to collaborate, particularly on research, and to engage in the transference and commercialisation of technology.",7]
["Universities and economic development in Africa",2011,"https://www.mendeley.com/catalogue/8f9a3ff7-0499-3e3e-8e33-6bed8c232097/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7B8c1bd701-0d51-4729-b3e5-c5354d4d58a9{\\%}7D","Cloete, Nico; Bailey, Tracy; Pillay, Pundy; Bunting, Ian; Maassen, Peter",null,"During the post-independence period, every African country has struggled with the vexing issue of the role of higher education in development. While many studies on higher education in Africa deal with this problematic indirectly, very few have actually taken it on directly. As a point of departure, the overall aim of the study was to investigate the complex relationships between higher education (specifically universities) and economic development in selected African countries with a focus on the context in which universities operate (political and socio-economic), the internal structure and dynamics of the universities themselves, and the interaction between the national and institutional contexts. In addition, the study aimed to identify those factors (practices, strategies) and conditions (context) ‚Äì at both national and institutional levels ‚Äì that facilitate or inhibit universities' ability to make a sustainable contribution to economic development.",8]
["Living labs and knowledge creation in developing countries: Living labs as a tool for socio-economic resilience in Tanzania",2016,"https://www.tandfonline.com/doi/full/10.1080/20421338.2015.1132534","Hooli L, Jauhiainen J, Lähde K","African Journal of Science, Technology, Innovation and Development","Living Labs (LL) are platforms to increase innovation through the interaction of various actors. LLs are based on an open innovation process, community involvement, co-creation of products, and services or societal innovations together with users. Bottom-up approaches, such as LLs, are needed to support innovation processes in local communities. Developing countries expect that innovation systems with LLs will contribute positively to socio-economic resilience and poverty alleviation. However, only few studies exist about LLs in developing countries. This article studies LLs in Tanzania, with regard to their knowledge creation processes and contribution to socio-economic resilience of local communities. In Tanzania, LLs create new entrepreneurial skills and opportunities for people with limited formal education. The participants in LLs discuss and define local challenges in groups and find solutions through co-creation. They combine local knowledge and practices with external ones, the latter found mostly through learning to use the Internet. Direct networking between LLs in Tanzania helps to share experiences and best practices. External funding and know-how transfer support LLs, butthe commitment of their key person(s) is crucial.",8]
["Evaluation: legal professional development and anti-corruption activity mid-term performance evaluation",2018,"https://pdf.usaid.gov/pdf_docs/PA00THDS.pdf","Jackson, Victoria; Bloh, Oscar; Kazadi, Mwenda","Social Impact","The Legal Professional Development and Anti-Corruption (LPAC) activity midterm performance evaluation examined the appropriateness, performance, and sustainability of LPAC's new design to promote a more effective and accountable formal justice sector through improved capacity of five legal and regulatory institutions: the James A. A. Pierre Judicial Institute (Judicial Institute), the Louis Arthur Grimes School of Law (Law School), the Liberia Legal Information Institute (LiberLII), the Liberian National Bar Association (LNBA), and the Liberia Anti-Corruption Commission (LACC). The Liberia Strategic Analysis (LSA) evaluation team used a mixed-methods approach to address five evaluation questions (EQs) assessing (1) the original design and redesign; (2) achievement since redesign; (3) investment compared to perceived benefit; (4) government commitment and capacity; and (5) degree of women's participation. Evaluation methods included a desk review of relevant documents, monitoring and evaluation (M{\\&}E) data, key informant interviews (KIIs), focus group discussions (FGDs), and short interviews with stakeholders in Monrovia, Kakata, and Gbarnga. The evaluation found that inaccurate assumptions and planning led to flaws in the original design, which were influenced by the lack of co-design with GOL partners. The management structure and approach was risky and lacked consistent and reliable oversight. The redesign was appropriate in fixing the constraints by integrating components better, promoting cross-pollination, and shifting toward a multiagency approach to combating corruption. Since the redesign, LPAC experienced uneven progress working with the legal and regulatory institutions but achieved the greatest results and value with the LNBA and LACC. Participation of women grew by piloting legal aid clinics, increasing Public Service Scholarships and focusing on women's participation in judicial trainings.",8]
["African indigenous knowledge systems and relevance of higher education in South Africa",2013,"www.iejcomparative.org","Kaya, Hassan O.; Seleti, N.","The International Education Journal: Comparative Perspectives","The higher education system in Africa and South Africa in particular, is still too academic and distant from the developmental challenges of African local communities. The integration of African indigenous knowledge systems (AIKS) into the higher educational system could improve its relevance. This is due to the holistic, community-based nature and approach of AIKS to education and knowledge production. However, this requires an African indigenous theoretical framework of knowledge to guide the integration process. The framework should also clarify the relevance of African indigenous languages in knowledge production and sharing in the era of globalisation. There is also need for a strong institutional support system for a sustainable integration as shown by the experiences of some higher educational institutions in South Africa.",8]
["Community–university partnerships: using Participatory Action Learning and Action Research (PALAR)",2013,"https://www.semanticscholar.org/paper/Community%E2%80%93University-Partnerships%3A-Using-Action-and-Kearney-Wood/71855c541128cd8b35c6a0db66fe26d3e3a7ba80","Kearney, Judith; Wood, Lesley; Zuber-Skerritt, Ortrun","Gateways: International Journal of Community Research and Engagement","This article positions participatory action learning and action research (PALAR) as a preferred methodology for community-university partnerships to achieve a holistic outcome that benefits the common interest. Evidence for this claim is illustrated through case studies of two community engagement programs, one in South Africa and the other in Australia. The South African study explains how relationships, reflection and recognition (the three R's of PALAR) are important elements that promote a truly participatory approach to knowledge creation and practical improvement in social circumstances. The Australian study then highlights what can be achieved. It does this by showing the potential for PALAR participants to learn how to design and implement a community engagement program, and how to cascade their own learning into their community to improve educational opportunities. Both studies demonstrate PALAR's potential to disrupt traditional understandings of the research process, particularly in terms of researcher‚Äìparticipant relationships. At the same time, both studies identify the challenges arising from the theoretical and practical implications of PALAR as an approach to community development. This article is therefore significant for universities and funding organisations engaging in community-based research and development through partnerships, specifically in contexts of disadvantage. Keywords: Participatory action learning and action research, PALAR, community development, community engagement, community partnerships, disadvantaged communities, higher education.",8]
["Learning to make change: Developing innovation competence for recreating the African university of the 21st century",2006,"https://www.mendeley.com/catalogue/ad519e9f-5693-3b1c-899a-18f4ad86b245/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7Be58ea686-d195-4d0a-9742-2b4e7110c77e{\\%}7D","Kibwika, Paul","Learning to make change","This thesis describes and evaluates an experiment in transforming learning, research and consultancy in an African university, in the hope of making university research and training more innovative, and more able to influence wider processes of change in society. Current university education is oriented towards developing ‚Äúexperts‚Äù in specialised disciplines, but there is an increasing demand for the universities directly to influence change in development. Bridging a perceived gap between ‚Äúexperts‚Äù and ‚Äúchange makers‚Äù is at the core of what this thesis describes. Making change in society, it is argued, requires competences over and above technical expertise. These competences have to be learnt, and the learning starts with the university lecturers, hence the title of the thesis ‚ÄúLearning to make change‚Äù. The thesis specifically discusses a pilot programme in innovation competence development in the agriculture-related faculties of Makerere University in Uganda. This explains why the discussion in this thesis is focused on the agricultural context, but the application of the argument extends to other disciplines.",8]
["Mainstreaming local people's knowledge and implication for higher education in the South",2010,"https://www.ajol.info/index.php/sajhe/article/view/50258","Kolawole, O. D.","South African Journal of Higher Education","The essence of education is the enhancement of behavioural change through the acquisition of new knowledge, skills and attitudes by the learner, which invariably translates to individual and national progress. This article, therefore, sheds light on the development and utilisation of local people's knowledge systems/technologies with possible adaptation for teaching in Colleges and Universities in the South for the realisation of sustainable development. It specifically addresses contextual issues and processes involved in knowledge production through indigenous experimentation and innovation; emphasizes both in situ and ex situ preservation of knowledge; identifies social actors in (indigenous) knowledge production; proposes a model for incorporating IKS in the formal education system; and suggests that the knowledge generated by grassroots people should be documented, preserved and mode available in international centres for accessibilily by all stakeholders for possible adaptation. The article poses a challenge to the twenty first century knowledge producers and policy-makers on the importance of mainstreaming indigenous knowledge systems for the purpose of teaching in higher institutions to enhance sustainable human development. [ABSTRACT FROM AUTHOR]",8]
["The role of local knowledge in adaptation to climate change",2013,"https://onlinelibrary.wiley.com/doi/abs/10.1002/wcc.204","Naess, Lars Otto","Wiley Interdisciplinary Reviews: Climate Change","Evidence from recent research suggests that local knowledge may contribute to adaptation to climate change in a number of ways. At the same time, there are concerns over its relevance for future adaptation amidst other challenges. This article aims to shed light on some of the key potentials and challenges for the application of local knowledge for adaptation, drawing on recent studies as well as findings from semi-arid Tanzania. This article illustrates how the role of local knowledge at the local level is determined by interaction between informal and formal institutions at the local level. It suggests that assessments of the role of local knowledge for adaptation need to give more consideration to local power relations and the interaction with government strategies, while also addressing structural constraints to the use of local knowledge across scales. {\\textcopyright} 2012 John Wiley {\\&} Sons, Ltd..",8]
["Producing knowledge for sustainable development in Africa: Implications for higher education",2003,"https://www.jstor.org/stable/3447468","Okolie, Andrew C.","Higher Education","This article complements the critique of the development policies and practices implemented in Africa's local communities by African governments and international development agencies by linking them to a specific hegemonic form of knowledge and knowledge production which largely structures the way in which Africans, including African scholars, know development, Africa and the world. They often exclude, marginalize and inferiorize African traditions, knowledges and ways of knowing. With food policy making in Africa as a case, I examine how higher education is implicated in the process by which development knowledges are generated and become dominant in Africa as well as its consequences. Borrowing from critical theory I raise questions about which knowledges are promoted, privileged and become dominant and how. I argue that higher education in Africa should be rethought and restructured to better reflect the actual lived experiences of the vast majority of Africans. This requires that local communities, including their various segments, participate meaningfully in the generation of knowledge about their development to ensure the relevance and acceptance by the people of the policies and programs that these knowledges engender. Institutions of higher learning and research can do this by becoming true centres of critical inquiry into knowledges and ways of knowing, including non-hegemonic knowledges and ways of knowing in the West. They can facilitate this by creating spaces for the expropri-ation of what is suitable in modern science and technology and their re-articulation with elements of Africa's traditions, values, practices and relationship with nature in order to pursue development policies that are African-centred and sustainable.",8]
["An innovation systems perspective on strengthening agricultural education and training in sub-Saharan Africa",2008,"http://www.sciencedirect.com/science/article/pii/S0308521X08000358","Spielman, D. J.; Ekboir, J.; Davis, K.; Ochieng, C. M. O.","Agricultural Systems","This paper examines the role of postsecondary agricultural education and training (AET) in sub-SaharanAfrica in the context of the region's agricultural innovation systems. Specifically, the paper looks at howAET in sub-Saharan Africa can contribute to agricultural development by strengthening innovative capac-ity, or the ability of individuals and organisations to introduce new products and processes that aresocially or economically relevant, particularly with respect to smallholder farmers who represent thelargest group of agricultural producers in the region. The paper argues that while AET is conventionallyviewed in terms of its role in building human and scientific capital, its also has a vital role to play in build-ing the capacity of organisations and individuals to transmit and adapt new applications of existing infor-mation, new products and processes, and new organisational cultures and behaviours. The paperemphasizes the importance of improving AET systems by strengthening the innovative capabilities ofAET organisations and professionals; changing organisational cultures, behaviours, and incentives; andbuilding innovation networks and linkages. Specific recommendations in support of this include aligningthe mandates of AET organisations with national development aspirations by promoting new educationalprograms that are more strategically attuned to the different needs of society; inducing change in the cul-tures of AET organisations through the introduction of educational programs and linkages beyond the for-mal AET system; and strengthening individual and organisational capacity by improving the incentives toforge stronger linkages between AET and diverse user communities, knowledge sources, and privateindustry",8]
["African higher education: opportunities for transformative change for sustainable development",2014,"https://www.aplu.org/library/african-higher-education-opportunities-for-transformative-change-for-sustainable-development","USAID","Association of Public and Landgrant Universities","This report seeks to provide USAID and other interested stakeholders with recommendations towards effecting positive transformation of Sub-Saharan African higher education ‚Äì at both the system and institutional levels. This work is based upon the premise that African higher education institutions are critical to sustainable human development on the continent, evidenced by numerous studies measuring higher education's contribution to economic growth and long-term benefits to society. This report deals with the full spectrum of African institutions of higher education, including public and private colleges, universities and polytechnics, which serve undergraduate and/or graduate students and have the authority to award certificates, diplomas and/or degrees. The",8]
["Learning from a Small State's Experience: Acknowledging the Importance of Context in Implementing Learner-Centred Pedagogy",2015,"https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/6940","Di Biase, Rhonda","The International Education Journal: Comparative Perspectives","The challenges of implementing learner-centred pedagogies have been well documented, noting that many reform efforts fail to consider important contextual factors. With attention to the disparity between policy and practice, this study investigated the conditions under which teachers can enact learner-centred pedagogy in the Maldives using design-based research; a theoretically oriented, participatory methodology exploring practical solutions in real-world settings. Working collaboratively with teachers from an island school, a pedagogical intervention based on learner-centred principles, was designed to fit the Maldivian context. This article discusses the process of implementing the intervention, the challenges influencing its use, and the particular contextual factors impacting on learner-centred reform. Analyses of the research data and the reflection on the research process, highlight the importance of addressing the particularities of small states in the development of educational interventions and reinforces the need for close attention to contextual factors within reform efforts.",8]
["Indigenous knowledge within a global knowledge system",2005,"https://link.springer.com/article/10.1057%2Fpalgrave.hep.8300092","Durie, Mason","Higher Education Policy","Faced with globalizing forces that promote universal approaches to knowledge and understanding, indigenous peoples have reacted by abandoning the old ways or alternately seeking to re-discover ancient wisdoms as foundations for pathways to the future. Increasingly, however, a third way has been to focus on the interface between indigenous knowledge and other knowledge systems, such as science, to generate new insights, built from two systems. The interface approach recognizes the distinctiveness of different knowledge systems, but sees opportunities for employing aspects of both so that dual benefits can be realized and indigenous worldviews can be matched with contemporary realities. {\\textcopyright} 2005 International Association of Universities.",8]
["Linking academic and local knowledge: community-based research and service learning for sustainable rural development in Hungary",2009,"https://www.sciencedirect.com/science/article/abs/pii/S0959652609000730","Bodorkós, Barbara; Pataki, György","Journal of Cleaner Production","Discussions about the potential role of academic and research institutions in regional sustainability initiatives (RSIs) inevitably raise the issue of the role of science in society in general. In democratic societies, it can be argued that science-society relationships should be based on establishing and institutionalizing mutual dialogues, making public concerns not only visible but the public as equal partner. In order to fulfil the social responsibilities of academic institutions involved in RSIs through establishing dialogues with diverse stakeholders, a possible methodology is conducting participatory action research (PAR) combined with the educational model of service learning. The PAR project reported here aims at facilitating a bottom-up, micro-region level sustainability planning and development process in one of the most socio-economically disadvantaged rural areas of north-east Hungary. Some of the main results of this university-community partnership were its contribution to sustainability, including the activation of local capabilities and networking across various local stakeholder groups through various small-scale projects and the co-production of a socially grounded and landscape-based rural development plan for the micro-region. {\\textcopyright} 2009 Elsevier Ltd. All rights reserved.",8]
["Curating knowledge, creating change: University Knowledge Center, Kosovo national transition",2020,"https://journals.sagepub.com/doi/abs/10.1177/0340035219883897","Somerville, Mary M.; Mirjamdotter, Anita; Harjizi, Edmond; Sayyad-Abdi, Elham; Gibney, Michele; Bruce, Christine; Stoodley, Ian","IFLA Journal","A collaborative system design initiative at the University for Business and Technology in Kosovo aims to make local knowledge visible and to enhance local knowledge creation, within the university and throughout the country. Since its inception in 2015, design activities aimed to activate systems through modeling the global knowledge landscape, technology enabled systems, and human activity processes. Within the framework of Informed Systems, application of Informed Learning Theory and Information Experience Design (IXD) guided prototyping systems that informed building an institutional repository named the UBT Knowledge Center. The knowledge vision anticipates that sustained curation, organization, discovery, access, and usage processes will accelerate academic engagement, national development, and global visibility, over time and with practice to further theory-to-practice and practice-to-theory.",8]
["An Integrated Conception of Development",2018,"http://link-springer-com-443.webvpn.fjmu.edu.cn/chapter/10.1007%2F978-3-319-64152-2_2","Arocena, Rodrigo; Göransson, Bo; Sutz, Judith",null,"The concept of development and how it has been interpreted by different schools of thought in the developmental discourse are discussed. For that a sequential analytical model is proposed that considers values, facts, trends, and policies as a coherent whole. The model features four approaches and their interlinkages: the normative, the factual, the prospective, and the propositional approaches. The normative notion of Sustainable Human Development is summarized. The core of the factual and prospective approaches is the increasing role of knowledge as a main resource in power relations. Advanced knowledge becomes directly related to inequalities and even to social exclusion. Consequently, democratization of knowledge appears as a main component in the propositional approach.",8]
["The role of universities in innovation systems in developing countries: Developmental university systems -empirical, analytical and normative perspectives","Handbook of Innovation Systems and Developing Countries: Building Domestic Capabilities in a Global Setting (Edited by Bengt-Ake Lundvall, K.J. Joseph, Cristina Chaminade and Jan Vang)","https://dx.doi.org/10.4337/9781849803427.00019","Brundenius, Claes; Lundvall, Bengt-Åke; Sutz, Judith","Handbook of Innovation Systems and Developing Countries: Building Domestic Capabilities in a Global Setting (Edited by Bengt-Ake Lundvall, K.J. Joseph, Cristina Chaminade and Jan Vang)","It has become almost trivial to assert that in the knowledge society universities are important institutions. This consensus notwithstanding, questions such as in what sense and for whom those institutions are important, are far from receiving unanimous answers. Should the major function be to promote higher education in order to serve all sectors of society or should the emphasis be to engage in research, and what are the relationships between the two types of activities? And what should a ‚Äòthird mission' encompass: a broad interaction with society or just an interaction with the business sector aiming at promoting technical innovation in high technology? Debates are particularly entangled in developing countries, partly due to a strong presence of international advice alongside the positions held by local actors, and partly due to the level of the challenges that such countries and their universities are facing. Both in the developed and the developing countries the main emphasis is now on how universities may serve industry through direct flows of information from ongoing research. But it is obvious that universities contribute to economic growth and development through other mechanisms, not least through the flow of graduates into the labor market.",8]
["Universities and the post-2015 development agenda: an analytical framework",2016,"https://link.springer.com/article/10.1007/s10734-016-0035-7","McCowan, Tristan","Higher Education","Higher education is increasingly acknowledged by national governments and international agencies as a key driver of development, and systems are expanding rapidly in response to rising demand. Moreover, universities have been attributed a central role in the post-2015 development agenda and the achievement of the sustainable development goals. Yet questions of institutional models and their differential impact on society have not received sufficient attention. This paper presents an analysis of the ‚Äòanatomy' of the university in order to identify the salient changes in the institution across time and location in relation to knowledge and relationships with society. A framework is proposed structured around three key dimensions: first, ‚Äòvalue'‚Äîthe extent to which knowledge is treated as intrinsically or instrumentally worthwhile; second, ‚Äòfunction'‚Äîthe role of the university in terms of storage, transmission, production or application of knowledge; third, ‚Äòinteraction'‚Äîthe flow of ideas and actors between the university and society. This analytical framework is then utilised to assess two dominant tendencies in global higher education: commodification and unbundling. Finally, implications are drawn out for universities' potential impact on development in low- and middle-income countries in the context of these contemporary trends.",8]
["The University as Engine of Development?",2018,"https://journals.sfu.ca/pie/index.php/pie/article/view/1057","McCowan, Tristan","Philosophical Inquiry in Education","Higher education is well placed to drive development, both in terms of the economy and society more broadly speaking. Universities should be socially engaged institutions, producing graduates who have the necessary knowledge, skills, experience and self-confidence to not only make a good living for themselves and their families, but to also make life better for their communities and the rest of society. A holistic, integrated approach to student development is central to the achievement of each of these goals, because it can play a role to aid the academic project, and to promote a sense of civic responsibility.",8]
["The Developmental University",2019,"https://www.palgrave.com/gp/book/9783030195960","McCowan, Tristan","Higher Education for and beyond the Sustainable Development Goals","This chapter outlines the model of university that provides the best fit with the role proposed in the SDGs. The developmental university emerged in Africa in the post-independence period, but has its roots in the nineteenth-century land grant institutions in the USA, with other antecedents in Latin America. It has four primary characteristics: service to society, egalitarianism, non-academic impact and application of knowledge. Examples of developmental universities in practice are discussed, including the University for Development Studies (UDS) in Ghana, and the ‚Äòthematic' federal universities in Brazil. Finally, the challenges facing these institutions are assessed, including resource constraints and the possible encroachment on autonomy from the close relationship with the state.",8]
["The Impact of tertiary education on development: A rigorous literature review",2014,"https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Tertiary%20education%202014%20Oketch%20report.pdf?ver=2014-06-24-161044-887","Oketch, Moses; McCowan, Tristan; Schendel, Rebecca; With Bangpan, Mukdarut; Terano, Mayumi; Marston, Alison; Rawal, Shenila; Carpentier, Vincent; Furniss, Graham; Huttly, Sharon; McMahon, Walter; Oliver, Sandy; Prasadam-Halls, Ben; Temple, Paul; Unterhalter, Elaine",null,"After a long period in which the international development community has placed emphasis on primary education, there is now renewed interest in tertiary education (TE). However, the extent and nature of the impact of TE on development remains unclear. This rigorous review seeks to address this question in the context of low- and lower-middle- income countries (LLMICs). Overall, while there is a large body of literature on TE in LLMICs, the majority of studies focus on the characteristics of TE systems and institutions, or on the short-term effects of interventions (for example, on policy and funding arrangements). We found relatively few studies that sought evidence of the broader impact of TE on development in LLMICs. A conceptual framework was developed in order to structure the review of literature. Drawing on theories relating TE to human capital development, endogenous development, capabilities and institutional growth, multiple potential pathways to impact were identified. These pathways lead to improvements in five forms of outcome: earnings, productivity, technological transfer, capabilities and institutions.",8]
["Linking universities to communities: The case of EARTH University",2016,"https://repository.ruforum.org/documents/linking-universities-communities-case-earth-university","Sherrard, D.","EARTH University","This paper shares the approach and experiences of EARTH University in reorienting university curriculum and training approaches that embed strong engagement between a university and communities to not only train a cadre of highly motivated and practical graduates but foster community transformation. The EARTH University approach involves four experiential learning courses: Work Experience, the Entrepreneurial Projects program-a unique student entrepreneurship course in which students open a real business, service learning in the Community Development Program, and an Internship Program. R{\\'{e}}sum{\\'{e}} Cet article partage l'approche et les exp{\\'{e}}riences de l'Universit{\\'{e}} EARTH en r{\\'{e}}orientant les approches p{\\'{e}}dagogiques de l'universit{\\'{e}} et de formation qui int{\\`{e}}grent une forte coop{\\'{e}}ration entre une universit{\\'{e}} et les communaut{\\'{e}}s {\\`{a}} former non seulement un groupe de dipl{\\^{o}}m{\\'{e}}s tr{\\`{e}}s motiv{\\'{e}}s et pratiques, mais la transformation de la communaut{\\'{e}} d'accueil. L'approche de l'Universit{\\'{e}} EARTH comprend quatre cours d'apprentissage exp{\\'{e}}rientiel: l'exp{\\'{e}}rience professionnelle, les projets de programme entrepreneurial-un cours d'entrepreneuriat d'{\\'{e}}tudiant unique dans lequel les {\\'{e}}tudiants ouvrent une v{\\'{e}}ritable entreprise, le service d'apprentissage dans le programme de d{\\'{e}}veloppement communautaire, et un programme de stages.",8]
["Embracing interculturality and Indigenous knowledge in Latin American higher education",2020,"https://www.tandfonline.com/doi/abs/10.1080/03057925.2020.1766350?journalCode=ccom20","Cortina, Regina; Earl, Amanda","Compare","This article uses Southern theories to analyse education programmes in Latin America that promote Indigenous knowledges and languages at the university level. Applying de Sousa Santos' concepts of ‚Äòpluriversity' and ‚Äòsubversity' to four cases of programme models, in Mexico, Colombia, Ecuador, and one regional network, the authors describe the possibilities of such programmes to decentre Eurocentric knowledge hierarchies and contribute to the social opening of the university. To advance equitable and epistemically just curricula and programming, Indigenous and intercultural university models will have to overcome the challenges of implementing their programmes within the larger context of Eurocentric rationales and universalising global education models.",8]
["Universities as the engine of economic growth: Insights from developing the First Industry‚Äì Higher Education Clusters in El Salvador",2017,"https://files.eric.ed.gov/fulltext/ED582377.pdf","Navarro, Richard; Barbarasa, Estera; Thakkar, Ami","RTI International","We explore the recent undertaking in El Salvador to establish the country's first industry‚Äì higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agro -industry and food processing. T hese clusters take a systems approach to aligning higher education institutions (HEIs) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Fina lly, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-l evel economic benefits.",8]
["A descriptive assessment of higher education access, participation, equity, and disparity in Ghana",2013,"https://journals.sagepub.com/doi/full/10.1177/2158244013497725","Atuahene, Francis; Owusu-Ansah, Anthony","SAGE Open","Since independence, Ghana has comparatively distinguished itself among many Sub-Saharan African (SSA) countries in its educational developments. Tertiary education in Ghana over the past decade has witnessed tremendous growth in various frontages-increased access and participation, relative expansion of academic facilities, a growing private sector, and most importantly, a transformative policy environment. Despite these overwhelming developments, there remain inequalities in the higher education system in Ghana: access has not been broadened to include all social groups. Available data suggest unequal participation among women, minorities, individuals from low socioeconomic backgrounds, and spatial-based disparities. Using enrollment data from universities, policy document from the Ministry of Education, and the National Council for Tertiary Education in Ghana, and academic research reports, the authors provide descriptive and critical analyses of the structures of inequalities and disparities in higher education in Ghana. The authors argue that in spite of the massive developments over the years, there exist accessibility and participation gap with respect to students' socioeconomic status, gender, regions of origin, and the type and location of secondary schools attended. {\\textcopyright} The Author(s) 2013.",9]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan",null,"Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:",9]
["A bridge to the future: From higher education to employment for displaced youth in Africa",2019,"https://mastercardfdn.org/wp-content/uploads/2019/11/Mastercard-foundation-A-bridge-to-the-future.pdf","Lowe, Sophia","World University Service of Canada for Mastercard Foundation","The Mastercard Foundation commissioned World University Services of Canada, to conduct a mapping study of bridging programs in Ethiopia, Nigeria, Uganda, and Kenya, that support access to higher education and employment opportunities for displaced youth, refugees, and internally displaced persons. This mapping study, A Bridge to the Future: From Higher Education to Employment for Displaced Youth in Africa, examines the complex relationship between displacement, education, employment, and policies that impact access to education. Insights from the study will inform the Mastercard Foundation Scholars Program approach to higher education opportunities for displaced youth.",9]
["Inclusion of students with disabilities in formal vocational education programs in Ethiopia",2015,"https://eric.ed.gov/?id=EJ1094820","Malle, Abebe Yehualawork; Pirttimaa, Raija; Saloviita, Timo","International Journal of Special Education","In Ethiopia, individuals with disabilities have limited access to educational and vocational training opportunities. This study investigates prevailing challenges and opportunities for the participation of students with disabilities in vocational education programs in Ethiopia. Data for the study were gathered from the five biggest regions out of the 11 in the country by selecting two colleges of technical and vocational education from each region. A total of 110 trainers and 28 students with disabilities from the selected colleges completed the questionnaire. In addition, 30 regional and college-level administrators were interviewed. Finally, all 10 colleges were evaluated through direct observation in terms of the accessibility of their physical environments. The results revealed significant barriers that limited full participation of students with disabilities, such as lack of adaptive educational materials and facilities, lack of trained trainers, and systematic exclusion of students with disabilities. The results are discussed with a focus on the need for continued improvement of vocational and technical education considering international and national strategies that endorse the rights of people with disabilities. In",9]
["Equity and equality in access to higher education: The experiences of students with disabilities in Tanzania",2011,"https://journals.sagepub.com/doi/abs/10.2304/rcie.2011.6.4.415","Mwaipopo, Rosemarie Nyigulila; Lihamba, Amandina; Njewele, Delphine Cosmas","Research in Comparative and International Education","Social development policies in Tanzania are exemplary in terms of their recognition of the rights of access to higher education institutions by specific demographic groups. Policy documents such as the 2005 National Strategy for Growth and Reduction of Poverty (known as the MKUKUTA) and the 2004 National Policy on Disability emphasise this necessity and outline the government's commitment to ensure that people who are socially disadvantaged, including those with disabilities, can equally access higher education. The process through which this is achieved is, however, less explicit and is therefore difficult to measure in relation to what students with disabilities actually experience as they not only pursue, but also experience higher education. Using both qualitative and quantitative data, this article analyses the process of access into higher education institutions and outcomes in terms of representation in higher education institutions by students with disabilities. In doing so, it seeks to explore the meaning and outcomes of policies related to higher education institutions in Tanzania in terms of their stated equality ideals and achievements in practice.",9]
["Female participation in Technical, Vocational Education and Training Institutions (TVET) subsector: The Kenyan experience",2017,"https://iiste.org/Journals/index.php/PPAR/article/view/36735","Ngugi, M.; Muthima, P.","Public Policy and Administration Research","Economists widely agree that there is a high positive relationship between education and development. This relationship is even more pronounced when women receive education as it not only benefits them but also all those they nurture. Despite the progress made over the last decade in enhancing access, equity, retention, quality, completion rates and gender parity in education and training in Kenya, the Technical, Vocational, and Education Training (TVET) subsector continues to experience low female enrolment in Science, Technology, Engineering and Mathematics (STEM) based courses. This paper is a desk-review focusing on establishing the status of female participation in TVET and factors contributing to the prevailing status-quo. The paper recommends that encouraging and supporting fair and equal opportunities for girls and boys to perform in TVET-related subjects at school would translate to more girls and women in TVET fields of study and even to the world of work. There is also need for the educators to use more gender-responsive approaches at all levels of education; increase role models such as more female teachers and attach young female scholars to practicing women engineers in the country. At policy level, gender responsive strategies such as having a certain percentage of girls being admitted and encouraged to do technical-based subjects in form one every year are some of the interventions that may help shield this vulnerable group from persistent exclusion from TVET education.",9]
["Women's access and experience in higher education agricultural programs in Africa",2020,"https://www.tandfonline.com/doi/abs/10.1080/09540253.2018.1495832","Van Houweling, Emily; Christie, Maria Elisa; Rahim, Asha Abdel","Gender and Education","In Africa women are underrepresented in higher education (HE) agricultural programs, despite the fact that they make up half of the agricultural labor force. This article discusses the reasons for women's low enrollment in HE agricultural programs, focusing on socio-cultural norms and gendered perceptions of agriculture. Moving beyond access, it also explores the institutional culture and learning environment in HE agricultural programs. We argue that women often feel unsafe, uncomfortable, and isolated in these programs and that conservative socio-cultural norms, which discriminate against women in society and family life, also permeate institutions of HE. The data comes from a literature review, a Southern and Eastern Africa regional workshop, and focus groups and interviews conducted with faculty and students in South Sudan and Mozambique. We conclude with recommendations for increasing the number of women in agricultural programs and improving their experience.",9]
["Assessing Cross Border Partnerships: Increasing the Quality and Relevance of Higher Education in Afghanistan",2018,"https://pdf.usaid.gov/pdf_docs/PA00T1DJ.pdf","Afghanistan Ministry of Education; FHI360","USAID","Assessment of 3 on-going cross-border partnerships between Afghan and U.S. universities. Three research questions: 1) What benefits have partners received? 2) How effective is their communication and how have they addressed the challenges in communication? 3)How have they addressed sustainability challenges, including gender issues and the current security environment?",9]
["Role of Distance Education in the Expansion of Female Education Higher Level in Pakistan Review",2010,"https://eric.ed.gov/?id=EJ886459","Malik, Sufiana K.","Turkish Online Journal of Distance Education","The present paper investigated the role of distance education in the expansion of educational facilities for female at higher level of education in Pakistan. The findings of the study report that distance education is playing a vital role in the expansion of female education at higher level as such female who, due to some personal or social compulsions are not able to attend regular institution/university in order to enhance their educational, distance education proves to be a blessing for such females. AIOU is the pioneer in provision of distance education in Pakistan and at present it is playing a significant role in provision of better higher education facilities, especially female are enjoying from these educational facilities as the system of AIOU is flexible enough for female and it provides them equal opportunity to uplift their educational status in spite of the different hurdles in the way of getting higher education without disturbing their family or personal problems. More incentives for female on the part of AIOU for getting higher education may increase the number of female students in AIOU programs of higher education in Pakistan.",9]
["Echidna Global Scholars Program girls' transitions to work through higher-quality TVET programs in Nepal",2019,"www.brookings.edu/echidna-global-scholars-program.","Paudel, Anil","Brookings Institution","Technical and vocational education and training (TVET) is widely considered an important tool in strengthening the school-to-work transition, reducing poverty, and achieving economic growth. However, significant barriers prevent girls in Nepal from realizing such opportunities. This paper, drawing from field research and desk review, identifies three major factors--education, the labor market, and social norms--underlying why girls are not able to leverage TVET to their advantage. Overall, an underemphasis and underinvestment in TVET by families, schools, government, and the private sector pose the greatest challenge to improving girls' participation in TVET and thus to girls' transitions to work. Based on my study and professional experience working to enhance the right of children to education, this paper provides policy recommendations for government, private sector, and nongovernmental organizations to improve girls' participation in TVET in order to improve their labor market outcomes and life prospects. The recommendations are concentrated in three different areas: improving girls' access\" to TVET programs, enabling their \"completion\" of TVET programs, and facilitating their \"transition\" to work. Increasing investment in TVET--along with creating a gender-transformative approach that enables females to participate more fully in both TVET programs and the labor market--would meaningfully help to realize the promises of education in Nepal.",9]
["Addressing Inequality in Vocational Technical Education by Eliminating Gender Bias",2018,"https://www.researchgate.net/publication/329847171_Addressing_Inequality_in_Vocational_Technical_Education_by_Eliminating_Gender_Bias","GANEA, Eugenia; BODRUG-LUNGU, Valentina","Revista Romaneasca pentru Educatie Multidimensionala","The present publication is dedicated to the subject of gender-related inequalities in vocational/technical education and how these are influenced by social norms and gender bias. The research problem is determined by the need to develop a theoretical and methodological support for the teaching staff and for other actors responsible for policies on vocational/technical education. The objectives of the research are to discuss the role played by vocational schools as ``fuels{\\{}''{\\}} for the labor market, develop gender-sensitive competences of teachers in secondary vocational/technical education, eliminate gender bias in the education and teaching process, create a gender-sensitive environment in vocational/technical schools. This opportunity is directly related to the reform of the vocational education system and national policies on gender equality in Moldova. Results: it was confirmed that teachers in vocational/technical schools are important actors capable to educate or to influence the education process by adopting gender-sensitive practices and methodological approaches aimed at reducing inequalities and challenges faced by girls in various circumstances in vocational/technical schools. The teaching methods and practices should be based on gender theories, while school policies should promote equal opportunities for girls and boys, and eliminate gender bias in the teaching and education process. Analysis of macro-systemic elements (curriculum, didactic materials, textbooks), as well as microsystem analysis at the level of the training units (pupils` and students' opinions, teachers' opinions) is an important step for understanding gender disparities and reasons that perpetuate gender inequalities in education, and later-at work and in society at large.",9]
["How effective are different approaches to higher education provision in increasing access, quality and completion for students in developing countries? Does this differ by gender of students? Systematic review i",2013,"http://eppi.ioe.ac.uk/","Clifford, Megan; Miller, Trey; Stasz, Cathy; Goldman, Charles; Sam, Cecile; Kumar, Krishna","RAND Corporation","How to effectively increase access to and quality in higher education in developing countries is a highly debated topic. There is no consensus as to what policies or provisions best increase access to higher education, nor is there a firm understanding of how each form or provision or policy impacts the quality of higher education. Empirical evidence on these issues is also lacking. Moreover, while a large body of literature on the implementation of such policies and provisions exists for the developed world, little evidence exists for the developing world, resulting in a comparative dearth of literature that analyses the impact of such policies or provisions for developing nations. Although the identified studies failed to reach a firm consensus on the policies most effective for increasing access to and the quality of higher education, several of them nonetheless demonstrated positive effects for the interventions studied. Moreover, while many studies lacked evidence on how these outcomes varied by gender, several did address this issue and highlighted key areas of concern for improving not only access to and the quality of higher education, but for promoting equity as well. We find positive effects for affirmative action in increasing access for targeted subgroups but also noted that these policies may have unintended negative consequences. Financial programmes and policies such as fee-sharing, dual-track tuition policies and different types of student loans may also positively increase access to higher education while shifting some portion of the costs of higher education from the government to the student. Careful consideration, however, must be taken to formulate the right mix of policies to ensure access to lower income students. The cost of such programmes and their long-term sustainability must also be taken into account. We find little evidence for the impact of cross-border and transnational provision and TVET in increasing access to and the quality of higher education. A few randomised trials of vocational education programmes, however, did show significant gains to lower-income women who participated.",9]
["Understanding the factors that affect female enrollment and retention in collegiate STEM programs",2015,"https://ieeexplore.ieee.org/document/7060023","Edzie, Rosemary; Alahmad, Alan; Alahmad, Mahmoud","2015 IEEE 8th GCC Conference and Exhibition, GCCCE 2015","There is an ongoing concern over too few females enrolling and persisting in collegiate science, technology, engineering, and mathematics (STEM) degree programs. To address this issue three studies were carried out (1) an investigation of the factors that influence females to enroll in collegiate STEM programs so that more effective outreach can occur, (2) an analysis of changes in female self-efficacy and its relation to class performance, (3) an exploration of student learning styles. The three studies concluded respectively that female enrollment and persistence in STEM programs is greatly influenced by pre-collegiate exposure to career pathways in STEM, personal self-efficacy as it relates to STEM programs, and access to a curriculum program that integrates sensing, visual and sequential learning styles.",9]
["Pathways to higher education: A Ford Foundation global initiative for promoting inclusiveness in higher education",2008,"www.fordifp.net","Ford Foundation",null,"DESPITE A MASSIVE INCREASE IN HIGHER EDUCATION ENROLLMENTS AROUND THE WORLD, the student body in most higher education institutions does not begin to represent the demographics of their countries. In 2001 The Ford Foundation launched a {\\$}50 million, ten-year global initiative, Pathways to Higher Education, to support efforts that transform higher education institutions outside the United States to enable greater numbers of poor, minority, or otherwise underrepresented students to obtain a university degree. Pathways supports more than 125 higher education institutions across the world that are working to transform their policies, classroom practices, missions, curricula, and daily operations so that more students from marginalized groups enter and graduate from universities. Higher education institutions and research groups are also supported through Pathways to build knowledge about the numbers and characteristics of underrepresented populations, and the nature of the barriers they face to pursuing higher education degrees. Because the social and political contexts of marginalized peoples, while linked by the common experiences of exclusion, are distinct, Pathways takes a unique shape in each of the countries. Pathways requires a rigorous process of demonstrating commitment to traditionally excluded students on the part of the higher education institution. Each institution seeks: 1. Increases in their admission, matriculation and graduation rates 2. Broader higher education admission policies and practices 3. Better academic and social supports 4. Changes in the institutional climate to foster inclusiveness 5. Faculty diversity and faculty training in culturally competent teaching methods 6. Curriculum transformation, including new courses and delivery methods 7. Increased awareness of and a growing willingness to develop mechanisms to improve opportunities for underrepresented students.",9]
["Closing the achievement gap in a large introductory course by balancing reduced In-person contact with increased course structure",2019,"https://www.lifescied.org/doi/10.1187/cbe.18-08-0153","Gavassa, Sat; Benabentos, Rocio; Kravec, Marcy; Collins, Timothy; Eddy, Sarah","CBE-Life Sciences Education","Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100{\\%} online) and a hybrid-and-flipped course (50{\\%} online 50{\\%} face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced.",9]
["Student finance policies worldwide: Leveraging funding for attainment and equity in higher education",2019,"https://www.acenet.edu/Documents/Student-Finance-Policies-Worldwide.pdf","Gayardon, Ariane De; Brajkovic, Lucia","American Council on Education","This report analyzes national-level higher education financing approaches for a diverse set of countries world- wide, and how each approach relates to equity and attainment. This analysis provides a frame of reference for policymakers to use appropriate funding policies to improve equity and ensure completion. The report begins with an analysis of cost-sharing funding approaches‚Äîpolicies that determine who pays for higher education. We break national funding policies worldwide into four categories: 1) free tuition (both open and restricted access), 2) low tuition fees, 3) high tuition fees supported by loan schemes (mortgage-style and income-contingent), and 4) dual-track policies. We then turn to funding approaches designed to improve equity or foster completion and discuss whether these approaches are working. Throughout the report, we draw on examples from many different national systems and look for patterns linking these policies to equity and attainment outcomes for students. In the conclusion, we consider the future of these policies worldwide and how governments can best use limited resources to ensure that disadvantaged students not only enroll in universities but also complete their degrees.",9]
["Higher Education for Refugees in Low Resource Environments: Research Study",2016,"https://www.jigsawconsult.com/stories/15-higher-education-for-refugees","Gladwell, C.; Hollow, D.; Robinson, A.; Norman, B.; Bowerman, E.; Mitchell, J.; Floremont, F.; Hutchinson, P.","Jigsaw Consult","The research study provides an in-depth perspective on camp-based and urban programmes, based on extensive fieldwork. This included eight field visits to 15 refugee higher education programmes, in-person interviews with 303 refugee students, outcome stars with 119 students, and interviews (both in-person and distance-based) with 138 programme staff and sector experts. The analysis of the research study is structured around five thematic areas: accessibility and participation, academia and organisational structure, technology, pedagogy, and impact and future. Key learning points are provided for each of these themes, alongside overall lessons for the sector and 'good practice principles' to guide effective programme implementation. The research seeks to prioritise the voices of refugee students throughout. We hope that these reports provide a useful contribution to all those working in the sector. The research was conducted in partnership with Refugee Support Network and was generously funded by an anonymous foundation.",9]
["Panel: Increasing female enrollment and retention for computing degrees",2019,"https://dl.acm.org/doi/abs/10.1145/3349266.3351397","Greenberg, Hollis; Bogaard, Dan; Jin, Karen; Zhang, Chi","SIGITE 2019 - Proceedings of the 20th Annual Conference on Information Technology Education","Many technology classrooms see a disparity everyday with the numbers of men and women grossly uneven. As society realizes that more women need to be recruited into math, science and technology jobs, how do we convince young women that these are good careers for them? This panel will discuss initiatives at various universities aiming to recruit and retain female students. We hope to provoke a thoughtful exchange of ideas to help the technology field become a techie-dominated field, instead of a male-dominated field.",9]
["Exploring the retention and success of students with disability in Australian higher education",2017,"https://www.tandfonline.com/doi/abs/10.1080/13603116.2016.1251980","Kilpatrick, S.; Johns, S.; Barnes, R.; Fischer, S.; McLennan, D.; Magnussen, K.","International Journal of Inclusive Education","The proportion of higher education students with disability is increasing. We know there is institutional variation in retention and performance of higher education students with disability, and there is a need to understand the reasons for this. This exploratory national study examines supports and adjustments provided by universities, including the role of disability practitioners, influence retention and performance of students with disability. The study uses a mixed-methods approach. National equity retention and performance data are analysed by higher education institution. Qualitative data on institutional policies and practices collected from a purposive sample of Australian higher education institutions are then analysed. Findings from the study include identification of factors linked to retention and performance of students with disability, including different types of disability.",9]
["Education in Support of Social Transformation: Learning from the first five years of the MasterCard Foundation Scholars program",2016,"https://mastercardfdn.org/research/education-in-support-of-social-transformation/","MasterCard Foundation",null,"The MasterCard Foundation Scholars Program is the largest private scholarship program ever implemented for African youth. The Program is unique in supporting education at the secondary, tertiary and graduate levels, providing both financial support and a range of services and training such as mentoring, internships and leadership development. Through a network of university and NGO partners, the Program ensures that academically talented students from disadvantaged or marginalized communities are able to attend quality educational institutions, and can develop the knowledge and skills they need to join the next generation of ethical leaders. The vision of The MasterCard Foundation is that these young people will make a lasting impact in their communities and regions, ushering in a new era of equitable and inclusive prosperity. The Scholars Program was launched in 2012 with 12 implementing partners and an intent to support the education and leadership development of 15,000 young people. Since its launch, the Program has grown to encompass a partner network of 28 universities and education NGOs and has committed to support 35,000 talented students. The report, ‚ÄúEducation in Support of Social Transformation,‚Äù examines and describes early outcomes and learning from the first five years of the Scholars Program, drawing on the experiences of Scholars, partners and Foundation staff. Objectives examined in the report: 1. Is the Scholars Program providing quality education to talented, marginalized youth? 2. Is the Scholars Program fostering the skills and mindsets of Scholars as transformative leaders? 3. Are Scholars returning to their home countries and regions? 4. Are Scholars giving back and contributing to economies and societies on the continent? 5. Are Scholars satisfied with the Scholars Program? 6. Is the Scholars Program a catalyst for broader change within implementing institutions? Impacts of the Program: 1. The Foundation and its partners are successfully recruiting youth who meet the Scholars Program's criteria; 2. Elite universities are adopting new recruitment and selection approaches, and expanding the number of disadvantaged students they recruit from Africa; 3. Scholars are performing well academically; Satisfaction with the Scholars Program is very high; 4. A majority of tertiary Scholars studying abroad have, or intend to, return to Africa; 5. About half of the university graduates are employed; 81 percent found employment within two months or less. The remaining half of the university graduates have moved on to continue their education; 6. 85 percent of secondary school Scholars were able to transition to higher education after the Program, most commonly in STEM fields, and at equal rates among men and women; 7. Both secondary and tertiary Scholars are highly motivated to give back to their communities; a large majority of Scholar alumni regularly volunteer; and 8. Some Scholar alumni are already making a difference to their countries of origin through social ventures.",9]
["Three dimensions of equity of access to higher education",2016,"http://dx.doi.org/10.1080/03057925.2015.1043237","McCowan, Tristan","Compare","Concerns over equity of access to higher education are widespread, but there is significant disagreement over what should constitute a fair system. This article assesses diverse conceptualisations of equity and explores the ways in which they embody themselves in the policies of three systems, those of England, Brazil and Kenya. While showing significant disparities of income level and enrolment ratio, all three have made concerted efforts to expand higher education access, accompanied by increasing stratification in terms of the quality and prestige of institutions. Analysis of policy options and outcomes leads to a proposal of three principles for understanding equity of access: availability, accessibility and horizontality. The third of these principles addresses the little-acknowledged safeguard that disadvantaged students should not be confined to lower-quality institutions, while at the same time allowing for diversity of ethos and disciplinary focus.",9]
["Literature review: Higher education and development",2016,"www.norad.no","Ndaruhutse, Susy; Thompson, Stephen","Norwegian Agency for Development Cooperation (NORAD)","Sections on: 1. Trends in higher education prioritisation and financing 2. Rates of return analysis on how these have influenced higher education funding 3 Evidence on the role of universities in development 3.1 University partnerships 3.2 The role of universities in development 3.3 Linkages between higher education and development 3.4 The geography and power of knowledge 3.5 Gender and diversity in higher education and research 3.5 The role of higher education and research for the SDG agenda",9]
["Students with Disabilities and Online Learning: A Cross-Institutional Study of Perceived Satisfaction with Accessibility Compliance and Services",2011,"http://dx.doi.org/10.1016/j.iheduc.2011.05.004","Roberts, Jodi B.; Crittenden, Laura A.; Crittenden, Jason C.","The Internet and Higher Education","Distance education has grown significantly over the past two decades, and the need to evaluate and enforce online course federal accessibility standards is gaining momentum among educators, students, and legislators. The purpose of this study was to determine if students with disabilities, who are enrolled in online courses, certifications, and degree programs, are satisfied with their respective institutions' accessibility and compliance services and with their ability to be academically successful in an online learning environment. The results of the study indicated that students with a disability perceive their disability to have a negative impact on their ability to succeed in online courses; however, the majority reported that their requests for accommodations were met. Recommendations on how institutions can take steps toward meeting all accessibility standards without sacrificing rigor and dynamic online course design are provided.",9]
["Student retention and engagement in higher education",2020,"https://doi.org/10.1080/0309877X.2019.1576860","Tight, Malcolm","Journal of Further and Higher Education","This article reports on a systematic review of research into student retention and student engagement in higher education (HE). It discusses the origins and meaning of these terms, their relation to each other, their application and practice, and the issues and critiques that have arisen. The two concepts are seen as alternative ways of seeing and researching the same underlying issue. While student engagement is a more recent focus for research, it has now overtaken student retention in importance. As the responsibility for the financing of HE has shifted from the state to the student, so the understanding of student retention and engagement has shifted from being the student's responsibility to that of the higher education institution (HEI).",9]
["Removing barriers to higher education in Chile: evaluation of peer effects and scholarships for test preparation | 3ie",2016,"https://www.3ieimpact.org/evidence-hub/publications/impact-evaluations/removing-barriers-higher-education-chile-evaluation","Banerjee, Abhijit; Duflo, Esther; Gallego, Francisco","International Initiative for Impact Evaluation (3ie)","This study by Banerjee, Duflo and Gallego evaluated the impact of providing scholarships to secondary school students from low- and middle-income households to help them attend high-quality training institutions to prepare for standardized entrance tests for college admission in Chile. The impact assessment was conducted over two years. In the first year, they found non-significant impact on the test scores and higher education entry. However, in the second year, there was significant impact recorded among students from low-performing schools. There were several school days lost due to student protests during this year. The study showed that the scholarships helped students use the training to substitute for preparation in school. It also found that the opportunities that high school students received affected their attitudes and opinions on increasing or decreasing public expenditure to subsidised higher education in Chile.",9]
["Can student loans improve accessibility to higher education and student performance?: An impact study of the case of SOFES, Mexico",2004,"https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-3425","Canton, Erik; Blom, Andreas","The World Bank","Financial aid to students in tertiary education can contribute to human capital accumulation through two channels: increased enrollment and improved student performance. We analyze the quantitative importance of both channels in the context of a student loan program (SOFES) implemented at private universities in Mexico. With regard to the first channel, enrollment, results from the Mexican household survey indicate that financial support has a strong positive effect on university enrollment. Given completion of upper secondary education, the probability of entering higher education rises 24 percent. Two data sources are used to investigate the second channel, student performance. Administrative data provided by SOFES are analyzed using a regression-discontinuity design, and survey data enable us to perform a similar analysis using a different control group. Empirical results suggest that SOFES recipients show better academic performance than students without a credit from SOFES. However, the results cannot be interpreted as a purely causal impact of the student loan program, since the impacts also could reflect (self-) selection of students.",9]
["The redistributive equity of affirmative action: Exploring the role of race, socioeconomic status, and gender in college admissions",2012,"http://dx.doi.org/10.1016/j.econedurev.2011.08.005","Francis, Andrew M.; Tannuri-Pianto, Maria","Economics of Education Review","This paper contributes to research on affirmative action by examining issues of equity in the context of racial quotas in Brazil. We study the experience of the University of Brasilia, which established racial quotas in 2004 reserving 20{\\%} of available admissions slots for students who self-identified as black. Based on university admissions data and a student survey conducted by the authors, we find evidence that race, socioeconomic status, and gender were considerable barriers to college attendance and achievement. For example, first-difference regressions involving pairs of siblings indicate that black identity and gender had a negative effect on entrance exam scores. Moreover, we compare displaced and displacing applicants and find that racial quotas helped promote equity to some extent. Nevertheless, the scale and scope of redistribution were highly limited, and the vast majority of Brazilians had little chance of attending college, suggesting that more still needs to be done. {\\textcopyright} 2011 Elsevier Ltd.",9]
["Assessing the impact of a student loan program on time-to-degree: The Case of a program in Peru",2014,"http://files.pucp.edu.pe/departamento/economia/DDD375.pdf","García, Luis","Pontificia Universidad Católica del Perú","This paper evaluates the impact of a student loan program on time-to-degree for undergraduate students at a large university in Peru. The loans have been provided to low-income students who display satisfactory academic performance. The decision whether to apply for a loan depends on each student; therefore, simple regression analysis may fail to estimate the impact due to the problem of endogenous regresor. In this study, an instrumental variable approach is employed, and it is found that students with loans obtain their degrees more rapidly than similar students without loans.",9]
["Equity, Quality, and Variety of Higher Education",2017,"https://openknowledge.worldbank.org/handle/10986/26489","Haimovich Paz, Francisco","At a Crossroads: Higher Education in Latin America and the Caribbean","This chapter presents indicators of higher education quality, variety, and equity in the region and in individual countries. Access to higher education in Latin America and the Caribbean is, on average, four times more unequal than access to secondary education. Despite this tremendous inequality, there has been remarkable progress in the region in terms of expanding access to higher education to disadvantaged groups. In particular, we estimate that today, in comparison to 15 years ago, an additional 3 million young people belonging to the poorest 50 percent of the popu- lation have accessed higher education. The picture is less encouraging in terms of the quality of higher education. While measuring quality is extremely challenging, several indicators (including international academic rankings, per-student spending, and completion rates) suggest that the average quality in the region is moderate at best. On the other hand, the expansion in access to higher education was accom- panied by an increase in variety. In 15 years, the higher education landscape in the region has become much more diversified. Many countries have seen the enroll- ment in short-cycle programs double and, in some cases, triple. In Brazil and Colombia more than 15 percent of the students are enrolled in distance learning programs. However, in many countries of the region, graduates are concentrated in relatively few fields of study, with little variety relative to developed nations.",9]
["Midterm performance evaluation of USAID Career Center activity",2018,"https://webcache.googleusercontent.com/search?q=cache:PSpBQvK35OwJ:https://banyanglobal.com/wp-content/uploads/2018/05/Deliverable-H_Banyan-Global_MCCA-Evaluation_Final-Report-2018.05.17.pdf+&cd=1&hl=en&ct=clnk&gl=us","Banyan Global","USAID","USAID/Morocco designed the USAID Career Center, a four-year program with an additional option year, to bolster the Government of Morocco's (GOM) efforts to assist youth to transition from education to employment. The USAID Career Center is working toward the following objectives: ‚Ä¢ establishing career centers in three universities and three vocational training institutes in Casablanca, Marrakech and Tangiers, as well as a Virtual Career Center (VCC); ‚Ä¢ providing customized work readiness courses; ‚Ä¢ fostering a network to engage the private sector; and ‚Ä¢ developing a career center model that is transferable and sustainable. Includes focus on teaching soft skills for employability.",9]
["A toolkit for mainstreaming gender in higher education in Africa",2006,"http://www.ungei.org/resources/files/Toolkit_complete.pdf","Association for the Development of Education in Africa","Association of African Universities","The Toolkit, which is made up of the ten modules includes as an Appendix, a Literature Review, as well as Module 1 Basic Facts about Gender; Module 2 Forming Policies and Strategies; Module 3 Gender Sensitisation of Tertiary Institutions: the Role of Human Resources Development and Management; Module 4 Mainstreaming Gender in the Curriculum; Module 5 Research and Gender Sensitive Research Methods; Module 6 Faculty and Support Programs; Module 7 Student Access and Retention; Module 8 Gender Violence and Sexual Harassment; Module 9 Disaggregated Data; Module 10 Resource Mobilization for Gender Equity.",10]
["Gender equity tensions in South Africa's post-apartheid higher education: in defence of differentiation",2016,"https://www.semanticscholar.org/paper/Gender-Equity-Tensions-in-South-Africa%E2%80%99s-higher-in-Akala-Divala/0330b4d77a80864243c747564902b836385a0bd1","Akala, B.; Divala, J. J.","South African Journal of Higher Education","This article presents a theoretical and thematic exploration of gender equity in post-apartheid South African higher education. The article argues that while South African women played a very important role in the struggle for political liberation, the current situation in South Africa's political, economic and education institutions seems to suggest that the effort they put in the struggle does not commensurate the gains thereafter. A majority of South Africa's girls and women still struggle to access quality education and excel at most levels, which is a direct contravention of the Constitutional guarantee of equality for all who live in this great nation. Although the gender equity paradigm in South African higher education can be credited as having recorded some formidable achievements in terms of increased enrolment for female students especially Black women in higher education, a deliberate effort has to be made to shift attention from aggregations to impediments in order for the promise of equality and equity to be realized for those who experienced most barriers in accessing higher education. In the current South African context, one needs to deal with disadvantages that are perpetuated through the socio-economic positioning of families, the inability to use the language of power, content complexity, embedded institutional cultures and practices, among others.",10]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan",null,"Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:",10]
["Gender mainstreaming: Myths and measurement in higher education in Ghana and Tanzania",2010,"https://www.tandfonline.com/doi/abs/10.1080/03057925.2010.490377","Morley, Louise","Compare","This article critically examines the concept of gender mainstreaming and raises questions about a series of category slippages in debates and discussions. Some key concerns are the way in which women are constructed as a unified analytical category, and how gender equality is frequently reduced to issues of representation. It also critically interrogates how gender mainstreaming initiatives can be undermined by sexist practices such as sexual harassment. Focusing on higher education, it draws on empirical data from the research project 'Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard' (sussex.ac.uk/wphegt). Central arguments relate to the call for intersectional analyses and how GM needs to go beyond access and representation and address feminist concerns with the way in which gendered power and privilege are enacted in everyday social relations in higher education institutions. {\\textcopyright} 2010 British Association for International and Comparative Education.",10]
["Female participation in Technical, Vocational Education and Training Institutions (TVET) subsector: The Kenyan experience",2017,"https://iiste.org/Journals/index.php/PPAR/article/view/36735","Ngugi, M.; Muthima, P.","Public Policy and Administration Research","Economists widely agree that there is a high positive relationship between education and development. This relationship is even more pronounced when women receive education as it not only benefits them but also all those they nurture. Despite the progress made over the last decade in enhancing access, equity, retention, quality, completion rates and gender parity in education and training in Kenya, the Technical, Vocational, and Education Training (TVET) subsector continues to experience low female enrolment in Science, Technology, Engineering and Mathematics (STEM) based courses. This paper is a desk-review focusing on establishing the status of female participation in TVET and factors contributing to the prevailing status-quo. The paper recommends that encouraging and supporting fair and equal opportunities for girls and boys to perform in TVET-related subjects at school would translate to more girls and women in TVET fields of study and even to the world of work. There is also need for the educators to use more gender-responsive approaches at all levels of education; increase role models such as more female teachers and attach young female scholars to practicing women engineers in the country. At policy level, gender responsive strategies such as having a certain percentage of girls being admitted and encouraged to do technical-based subjects in form one every year are some of the interventions that may help shield this vulnerable group from persistent exclusion from TVET education.",10]
["Gender mainstreaming in TVET institutions in Kenya",2016,"https://afritvet.org/index.php/Afritvet/article/view/9","Omukhulu, Dorcas Mulongo; Ogbanicael, Sr. Lettedenghil; Githui, Kimamo","Africa Journal Of Technical {\\&} Vocational Education{\\&} Training","A country's most important resource is the skills of its people. To achieve equity and equality in skills development gender mainstreaming was identified by the Kenyan government. In 2007, the Ministry of Education, Science and Technology (MoEST) developed Gender in Education policy. There was need to evaluate the implementation process to find out: the extent of gender policy implementation process, and the perception of lecturers towards gender mainstreaming, the findings were meant to inform education stakeholders on progress of implementation. The study was based on the Management Evaluation Model and on Liberal Feminist Theoretical framework. It adopted a mixed method research design and 276 respondents were sampled from ten selected Technical and Vocational Education and Training (TVET) institutions. Probability and non-probability sampling was used to select the 276 respondents. Data was collected through three types of instruments namely questionnaires, interview guide and document analysis guide. Piloting was done to enhance validity and determine reliability of instruments. Quantitative data was analyzed through descriptive statistics, and qualitative data organized into themes and patterns pertinent to the study. It was established that: the gender policy was being implemented in sampled TVET institutions, and the perception of lecturers was positive. It was also established that the implementation process faced challenges. The study concluded that the mean Gender Parity Index (GPI) for the sampled institutions had moved further from one (1) to 0.804 and, lecturers had positive perception towards gender mainstreaming. However, there were some cultural issues hindering gender mainstreaming in TVET institutions, which led to the following recommendations: MoEST and TVET institutions to put in place mechanisms for effective implementation, Cultural inhibitions to be addressed, and Government to set up structures for full implementation of gender policy. Key words: Gender mainstreaming, gender parity, GPI, TVET, policy.",10]
["The Growth of Private Universities in Kenya : Implications for Gender Equity in Higher Education",2007,"https://www.jstor.org/stable/jhigheducafri.5.2-3.111?seq=1","Onsongo, Jane","The Journal of Higher Education in Africa (JHEA/RESA)","The establishment of private universities in Kenya and Africa is relatively new. At independence (1960s) there were about seven universities on the continent. How- ever, by 2005 there were 85 private and 316 public universities in Africa (Kihara 2005). Kenya is leading in this expansion of private higher education in East Africa with 16 in 2006 compared to three in 1980. This article examines the implications of the growth of private universities on gender equity in higher edu- cation in Kenya. The article is based on two studies conducted in Kenya in 2002 and 2004 on the participation of women in university management. These two studies and a survey of literature on student enrolment in private and public uni- versities reveal that private universities are providing increased opportunities for women to access higher education both as students and staff. Increased opportuni- ties are provided through flexible admission and recruitment criteria, a conducive working environment and the appointment of more women into senior manage- ment positions. R{\\'{e}}sum{\\'{e}}",10]
["Gender barriers faced by African women in graduate programmes and research in the social sciences",2013,"https://www.pasgr.org/wp-content/uploads/2017/01/Gender-Barriers-Scoping-Paper-Final.pdf","Rathgeber, Eva M.","Partnership for African Social and Governance Research","This scoping study begins with a brief description of the state of universities in Africa, highlighting some current problems and challenges. Section II undertakes a review of literature about the role and status of female students and faculty members in African universities, especially in the social sciences and discusses issues of access. Section III provides an in-depth analysis of social sciences journals published in Africa and outside. Section IV explores the organisational culture of the social sciences in Africa, focussing specifically on governance structures and exploring the gender activities that have been carried out by social sciences organisations. Section V discusses measures that are underway to redress gender imbalance while Section VI makes some recommendations for potential activities to support the participation of women in social sciences research. The paper concludes with a brief review of some of the main findings.",10]
["Higher education expansion and the gender question in Ethiopia: A case study of women in a public university",2006,"https://www.semanticscholar.org/paper/Higher-Education-Expansion-and-the-Gender-Question-Semela/ceeb390aaa608bd2c6690209fcb07d70b9a2f7dd","Semela, Tesfaye","The Ethiopian Journal of Higher Education","The need to be part of the globalized knowledge economy on the one hand and ensure social justice on the other necessitated the change from elitist to massified higher education system. Following this new development, countries in Sub-Saharan Africa such as Ethiopia embarked on ambitious expansion by increasing the national enrolment capacity and the number of universities. This study assesses the effects of government policies in terms of mainstreaming gender issues in higher education based on a case study at Debub University. Data were collected from two sources. One is the primary data obtained based on an open ended interview with 20 female students admitted on affirmative action program. The second is the university registrar office. The results show that of the total of 27,209 enrolled between 2000/01 and 2004/05 academic years at undergraduate degree programs, only 19.2{\\%} were women. Similarly, the average proportion of women graduates over the same period was 11.7{\\%}. Women attrition (due to academic reasons) was found to be about 35.1{\\%} in the 2003/04 academic year. The qualitative results indicated that women equity is affected by factors related to socio-psychological, academic and guidance and counseling support, health and financial problems. Implications of the findings to policy and practical implementation at lower level in higher education institutions are discussed.",10]
["Excellence in Higher Education for Liberian Development (EHELD) Final Performance Evaluation: Final Report",2017,"https://www.edu-links.org/resources/excellence-higher-education-liberian-development-eheld-final-performance-evaluation","Social Impact, Inc.","USAID","EHELD is a $22.6 million activity that was implemented by a consortium led by RTI, with Rutgers University, University of Michigan, North Carolina State University, and the Associates in Rural Development from February 2011 ‚Äì September 2017. EHELD's objective was to establish regionally recognized and competitive academic Centers of Excellence (CoEs) at the University of Liberia (UL) and Cuttington University (CU), to produce topperforming young Liberian graduates in two key sectors: engineering and agriculture, respectively. EHELD also promoted a pipeline of secondary school students to attract and prepare equal numbers of promising young Liberian women and men for these fields of study, and sought to network with the private sector and Government of Liberia (GoL) partners to facilitate financial and experiential opportunities.",10]
["Assessing Cross Border Partnerships: Increasing the Quality and Relevance of Higher Education in Afghanistan",2018,"https://pdf.usaid.gov/pdf_docs/PA00T1DJ.pdf","Afghanistan Ministry of Education; FHI360","USAID","Assessment of 3 on-going cross-border partnerships between Afghan and U.S. universities. Three research questions: 1) What benefits have partners received? 2) How effective is their communication and how have they addressed the challenges in communication? 3)How have they addressed sustainability challenges, including gender issues and the current security environment?",10]
["Mid-Term Evaluation of the American University of Afghanistan",2016,"https://dec.usaid.gov/dec/content/Detail.aspx?vID=47&ctID=ODVhZjk4NWQtM2YyMi00YjRmLTkxNjktZTcxMjM2NDBmY2Uy&rID=MjE2NTk1","Ahmadzi, Nasrullah; Latif, Zuhal; Lightfoot, Michael; Nasiri, Friba; Rezaie, Ammar; Sullivan, Earl Leroy","Checchi and Company Consulting, Inc.","The purpose of USAID funding is to support the permanent establishment of an American style University in Afghanistan that will imprint values of academic freedom, high quality instruction, research, academic honesty, work ethic, and community service to its graduates joining the national and international labor force. The evaluation team reviewed AUAF's progress in addressing the various program components specified in the Cooperative Agreement: a) Academic and professional outcomes; b) Enhancing the quality of programs; c) Expanding programs for women; and d) Increasing Financial Self-Sufficiency.",10]
["The struggle for higher education gender equity policy in Afghanistan: Obstacles, challenges and achievements",2019,"https://www.semanticscholar.org/paper/The-struggle-for-higher-education-gender-equity-in-Hayward-Karim/8dfbd41af8a458ab0feeec249aa78ab1c8b378c6","Hayward, Fred M.; Karim, Razia","Education Policy Analysis Archives","The struggle for gender equity in Afghanistan has been a long and difficult one under war conditions. Nonetheless, amazing progress has been made both in transforming higher education and in improving the situation for women students and women faculty members over the last few years. What is particularly striking about this effort is the level of success in a very challenging environment. Part of the success, as we suggest, is a consequence of the focus on gender policy in higher education, which operates in an amazingly free environment. That has allowed the kind of analysis and discussion of traditional views about women to be examined and new policies put in place moving toward the MoHE goal of gender equity. Higher education has moved from a situation of virtually no women students, faculty, or staff in 2001 to 28{\\%} women students and 14{\\%} women faculty members in 2017. The atmosphere for women has changed remarkably with a Higher Education Gender Strategy to continue the process of change and a range of other policies and actions designed to create an open, comfortable, and equal environment for women. What is striking about these changes is that we think their success is due in large part to the narrow focus of change on higher education ‚Äì a process that probably would not have succeeded if tried at the national level. Nonetheless, it is a first step in expanding improved conditions for women broadly in Afghanistan and is suggestive of a successful approach for other countries with serious problems of gender discrimination.",10]
["Gender Equity in Higher Education in Sri Lanka: A Mismatch Between Access and Outcomes",2003,"https://www.semanticscholar.org/paper/GENDER-EQUITY-IN-HIGHER-EDUCATION-IN-SRI-LANKA%3A-A-Gunawardena/afa208e32fea24cecc2bec3442c18d2f495e1541","Journal, Chandra Mcgill","McGill Journal of Education / Revue des sciences de l'{\\'{e}}ducation de McGill","Sri Lanka has attempted to ensure gender equity in higher education through a non-discriminatory educational policy. Half a century after the establishment of the first university in Sri Lanka, women students have secured a majority of enrolments except in engineering and related fields. But women's achievements in respect of access and participation have not guaranteed equity in outcomes. University-educated women still continue to be unemployed for longer periods, to be employed in lower positions and face difficulties in gaining entry to management positions. {\\'{E}}GALIT{\\'{E}} ENTRE LES SEXES EN ENSEIGNEMENT SUP{\\'{E}}RIEUR AU SRI LANKA: D{\\'{E}}S{\\'{E}}QUILIBRE ENTRE L'ACC{\\`{E}}S ET LES R{\\'{E}}SULTATS R{\\'{E}}SUM{\\'{E}}. Le Sri Lanka a tent{\\'{e}} d'assurer l'{\\'{e}}galit{\\'{e}} entre les sexes en enseignement sup{\\'{e}}rieur en adoptant une politique non discriminatoire dans le domaine de l'{\\'{e}}ducation. Un demi-si{\\`{e}}cle apr{\\`{e}}s la cr{\\'{e}}ation de la premi{\\`{e}}re universit{\\'{e}} au Sri Lanka, les {\\'{e}}tudiantes sont maintenant en majorit{\\'{e}} sauf en g{\\'{e}}nie et dans les domaines connexes. Mais les r{\\'{e}}alisations des femmes li{\\'{e}}es {\\`{a}} l'acc{\\`{e}}s et {\\`{a}} la participation n'ont pas garanti l'{\\'{e}}quit{\\'{e}} dans les r{\\'{e}}sultats. Les femmes ayant fr{\\'{e}}quent{\\'{e}} l'universit{\\'{e}} continuent d'{\\^{e}}tre sans emploi pendant des p{\\'{e}}riodes plus longues, d'occuper des postes de niveau inf{\\'{e}}rieur et de faire face {\\`{a}} des difficult{\\'{e}}s pour atteindre des postes de gestion.",10]
["Role of Distance Education in the Expansion of Female Education Higher Level in Pakistan Review",2010,"https://eric.ed.gov/?id=EJ886459","Malik, Sufiana K.","Turkish Online Journal of Distance Education","The present paper investigated the role of distance education in the expansion of educational facilities for female at higher level of education in Pakistan. The findings of the study report that distance education is playing a vital role in the expansion of female education at higher level as such female who, due to some personal or social compulsions are not able to attend regular institution/university in order to enhance their educational, distance education proves to be a blessing for such females. AIOU is the pioneer in provision of distance education in Pakistan and at present it is playing a significant role in provision of better higher education facilities, especially female are enjoying from these educational facilities as the system of AIOU is flexible enough for female and it provides them equal opportunity to uplift their educational status in spite of the different hurdles in the way of getting higher education without disturbing their family or personal problems. More incentives for female on the part of AIOU for getting higher education may increase the number of female students in AIOU programs of higher education in Pakistan.",10]
["Diverse experiences of women leading in higher education: Locating networks and agency for leadership within a university context in Papua New Guinea",2015,"https://www.tandfonline.com/doi/abs/10.1080/09540253.2015.1027669","McNae, Rachel; Vali, Kerren","Gender and Education","The ways in which women deliberately press back against practices of oppression and demonstrate agency in higher education institutions are highly contextual and culturally bound. The formal and informal networks that women develop and maintain are important elements of generating agency and enhancing women's access to and opportunities for leadership. This article presents a case study from research that explored women's leadership experiences in a higher education context in the Pacific Islands ‚Äì Papua New Guinea. Situated within a feminist poststructural methodology, the research examined women's experiences of leadership and considered aspects that influenced women's access to formal leadership roles. The findings illustrated that the women faced numerous barriers to formal leadership opportunities. A range of culturally and contextually located approaches supported women to demonstrate agency with regard to their own leadership development and practice. This research highlighted the importance of considering the relationship between networks and agency and the impact of associated cultural and contextual practices within organisations, providing insights into the culturally located complexities of women's leadership in higher education contexts.",10]
["Echidna Global Scholars Program girls' transitions to work through higher-quality TVET programs in Nepal",2019,"https://eric.ed.gov/?id=ED602922","Paudel, Anil","Brookings Institution","Technical and vocational education and training (TVET) is widely considered an important tool in strengthening the school-to-work transition, reducing poverty, and achieving economic growth. However, significant barriers prevent girls in Nepal from realizing such opportunities. This paper, drawing from field research and desk review, identifies three major factors--education, the labor market, and social norms--underlying why girls are not able to leverage TVET to their advantage. Overall, an underemphasis and underinvestment in TVET by families, schools, government, and the private sector pose the greatest challenge to improving girls' participation in TVET and thus to girls' transitions to work. Based on my study and professional experience working to enhance the right of children to education, this paper provides policy recommendations for government, private sector, and nongovernmental organizations to improve girls' participation in TVET in order to improve their labor market outcomes and life prospects. The recommendations are concentrated in three different areas: improving girls' \"access\" to TVET programs, enabling their \"completion\" of TVET programs, and facilitating their \"transition\" to work. Increasing investment in TVET--along with creating a gender-transformative approach that enables females to participate more fully in both TVET programs and the labor market--would meaningfully help to realize the promises of education in Nepal.",10]
["Mid-term performance evaluation of the University Support and Workforce Development Program (USWDP)",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?",10]
["Addressing inequality in vocational technical education by eliminating gender bias",2018,"https://www.semanticscholar.org/paper/Addressing-Inequality-in-Vocational%2F-Technical-by-Ganea-Bodrug-Lungu/5ada3e0def9d81e7546da69262a19930442ef34c","GANEA, Eugenia; BODRUG-LUNGU, Valentina","Revista Romaneasca pentru Educatie Multidimensionala","The present publication is dedicated to the subject of gender-related inequalities in vocational/technical education and how these are influenced by social norms and gender bias. The research problem is determined by the need to develop a theoretical and methodological support for the teaching staff and for other actors responsible for policies on vocational/technical education. The objectives of the research are to discuss the role played by vocational schools as ``fuels{\\{}''{\\}} for the labor market, develop gender-sensitive competences of teachers in secondary vocational/technical education, eliminate gender bias in the education and teaching process, create a gender-sensitive environment in vocational/technical schools. This opportunity is directly related to the reform of the vocational education system and national policies on gender equality in Moldova. Results: it was confirmed that teachers in vocational/technical schools are important actors capable to educate or to influence the education process by adopting gender-sensitive practices and methodological approaches aimed at reducing inequalities and challenges faced by girls in various circumstances in vocational/technical schools. The teaching methods and practices should be based on gender theories, while school policies should promote equal opportunities for girls and boys, and eliminate gender bias in the teaching and education process. Analysis of macro-systemic elements (curriculum, didactic materials, textbooks), as well as microsystem analysis at the level of the training units (pupils` and students' opinions, teachers' opinions) is an important step for understanding gender disparities and reasons that perpetuate gender inequalities in education, and later-at work and in society at large.",10]
["Mind the (gender) gap: engaging students as partners to promote gender equity in higher education",2019,"https://www.tandfonline.com/doi/abs/10.1080/13562517.2019.1696296","Acai, Anita; Mercer-Mapstone, Lucy; Guitman, Rachel","Teaching in Higher Education","Gender inequity remains a critical issue in higher education. We explored the proposition that engaging students as partners (SaP), an increasingly adopted approach to student engagement, may present one approach to improving gender equity by fostering agency and leadership for women. First, we analyzed the gender distribution of authors of SaP scholarship spanning 202 articles published in six academic journals over the past five years. Women were more likely to author (70{\\%}) and lead (76{\\%}) SaP publications. Second, we used collaborative autoethnography to explore our experiences as three women SaP practitioners. Affirmative partnerships built our agency to assert our voices and empowered us to advocate for gender equity. These data indicate that SaP may present one approach to promoting gender equity by creating ‚Äòbrave spaces' and ‚Äòsites of resistance' against gendered norms in academia.",10]
["Examining students' perspectives on gender bias in their work-integrated learning placements",2020,"https://www.tandfonline.com/doi/abs/10.1080/07294360.2019.1677568?journalCode=cher20","Bowen, Tracey","Higher Education Research and Development","Work-integrated learning (WIL) affords students opportunities to apply skills and knowledge to practical work placements. Students potentially learn professional behaviours appropriate to their chosen industry sector. However, students may also face challenges they may not be prepared to navigate. One of these is gender bias due to assumptions about women and work, particularly within STEM sectors. This article presents findings from a pilot study that explores WIL students' perspectives on gender bias related to experiences at their internship placements or other jobs. The findings suggest that the potential lack of gender neutrality within organizations such as WIL placements, is nuanced through an underlying bias around thinking about gender, women and work, and demonstrated through institutional structures such as branded recruitment campaigns or the individual micro aggressions of co-workers and supervisors. Further research needs to focus on the impact of gender bias on students' sense of value within different organizations, and the strategies they employ to navigate bias. In the short-term, all students need tools to help them understand how gender is constructed within organizational processes and how to develop strategies to help them confront gender bias within the organizations in which they work.",10]
["Promoting gender equity in developing countries strategies for lessons, challenges, and opportunities",2008,"www.wilsoncenter.org","Bryan, Elizabeth; Varat, Jessica",null,"Over the last several decades a number of strategies have emerged and evolved to promote gender equity in development efforts. Yet debates regarding the relative efficacy of these strategies remain. On Thursday, April 26, 2007, the Woodrow Wilson Center convened a group of experts on gender and development to address the issue of gender inequality from a variety of perspectives. Panelists reflected on past efforts to promote gender equity and discussed effective strategies for the way forward. The first panel discussed the main approaches to promoting gender equity and the progress made towards incorporating gender concerns in development institutions. Laying out the historical context in which the Women in Development (WID) and Gender and Development (GAD) strategies emerged, Jane Jaquette argued that the way in which these approaches evolved has depended very much on the limitations and opportunities available at different points in time. Discussing the effectiveness of gender mainstreaming, Aruna Rao stated that gender mainstreaming has been associated with more failures than successes. The second panel focused on specific arenas where gender equity is being pursued in creative ways. Cathy Feingold described the ongoing feminization of poverty in the global economy as women workers constitute the driving labor force behind export production and rural-urban migration. Stressing the importance of engaging men around issues of reproductive health and gender equality, Andrew Levack argued it is necessary to explore some of the more detrimental constructs of masculinity and alternative attitudes and actions. Angelina Aspuac described her experience leading a women's empowerment association in Guatemala. Lyn Beth Neylon explored the dynamics of legal and judicial reform projects run by USAID's Women's Legal Rights Initiative (WLR) in Rwanda and Benin. The keynote speaker, Nyaradzai Gumbonzvanda, asserted that a larger conceptual framework is needed, which links empowerment, rights, and mainstreaming in all social spaces in order to advance the discourse on gender relations and achieve greater gender equality.",10]
["How effective are different approaches to higher education provision in increasing access, quality and completion for students in developing countries? Does this differ by gender of students? Systematic review i",2013,"http://eppi.ioe.ac.uk/","Clifford, Megan; Miller, Trey; Stasz, Cathy; Goldman, Charles; Sam, Cecile; Kumar, Krishna","RAND Corporation","How to effectively increase access to and quality in higher education in developing countries is a highly debated topic. There is no consensus as to what policies or provisions best increase access to higher education, nor is there a firm understanding of how each form or provision or policy impacts the quality of higher education. Empirical evidence on these issues is also lacking. Moreover, while a large body of literature on the implementation of such policies and provisions exists for the developed world, little evidence exists for the developing world, resulting in a comparative dearth of literature that analyses the impact of such policies or provisions for developing nations. Although the identified studies failed to reach a firm consensus on the policies most effective for increasing access to and the quality of higher education, several of them nonetheless demonstrated positive effects for the interventions studied. Moreover, while many studies lacked evidence on how these outcomes varied by gender, several did address this issue and highlighted key areas of concern for improving not only access to and the quality of higher education, but for promoting equity as well. We find positive effects for affirmative action in increasing access for targeted subgroups but also noted that these policies may have unintended negative consequences. Financial programmes and policies such as fee-sharing, dual-track tuition policies and different types of student loans may also positively increase access to higher education while shifting some portion of the costs of higher education from the government to the student. Careful consideration, however, must be taken to formulate the right mix of policies to ensure access to lower income students. The cost of such programmes and their long-term sustainability must also be taken into account. We find little evidence for the impact of cross-border and transnational provision and TVET in increasing access to and the quality of higher education. A few randomised trials of vocational education programmes, however, did show significant gains to lower-income women who participated.",10]
["Panel: Increasing Female Enrollment and Retention for Computing Degrees",2019,"https://dl.acm.org/doi/abs/10.1145/3349266.3351397","Greenberg, Hollis; Bogaard, Dan; Jin, Karen; Zhang, Chi","SIGITE 2019 - Proceedings of the 20th Annual Conference on Information Technology Education","Many technology classrooms see a disparity everyday with the numbers of men and women grossly uneven. As society realizes that more women need to be recruited into math, science and technology jobs, how do we convince young women that these are good careers for them? This panel will discuss initiatives at various universities aiming to recruit and retain female students. We hope to provoke a thoughtful exchange of ideas to help the technology field become a techie-dominated field, instead of a male-dominated field.",10]
["Literature review: Higher education and development",2016,"www.norad.no","Ndaruhutse, Susy; Thompson, Stephen","Norwegian Agency for Development Cooperation (NORAD)","Sections on: 1. Trends in higher education prioritisation and financing 2. Rates of return analysis on how these have influenced higher education funding 3 Evidence on the role of universities in development 3.1 University partnerships 3.2 The role of universities in development 3.3 Linkages between higher education and development 3.4 The geography and power of knowledge 3.5 Gender and diversity in higher education and research 3.5 The role of higher education and research for the SDG agenda",10]
["The redistributive equity of affirmative action: Exploring the role of race, socioeconomic status, and gender in college admissions",2012,"http://dx.doi.org/10.1016/j.econedurev.2011.08.005","Francis, Andrew M.; Tannuri-Pianto, Maria","Economics of Education Review","This paper contributes to research on affirmative action by examining issues of equity in the context of racial quotas in Brazil. We study the experience of the University of Brasilia, which established racial quotas in 2004 reserving 20{\\%} of available admissions slots for students who self-identified as black. Based on university admissions data and a student survey conducted by the authors, we find evidence that race, socioeconomic status, and gender were considerable barriers to college attendance and achievement. For example, first-difference regressions involving pairs of siblings indicate that black identity and gender had a negative effect on entrance exam scores. Moreover, we compare displaced and displacing applicants and find that racial quotas helped promote equity to some extent. Nevertheless, the scale and scope of redistribution were highly limited, and the vast majority of Brazilians had little chance of attending college, suggesting that more still needs to be done. {\\textcopyright} 2011 Elsevier Ltd.",10]
["From Sex to Gender: A University Intervention to Reduce Sexism in Argentina, Spain, and El Salvador",2014,"https://spssi.onlinelibrary.wiley.com/doi/abs/10.1111/josi.12089","de Lemus, Soledad; Navarro, Laura; J. Velásquez, Marta; Ryan, Estrella; Megías, Jesús L.","Journal of Social Issues","We present an intervention to reduce gender prejudice in future professionals of social sciences in three samples from Argentina (N = 28), Spain (N = 83), and El Salvador (N = 67), with slight differences across countries. The program was based on scientific research on sexism and gender-based power aimed at: (1) increasing awareness of gender inequalities; (2) reducing sexism in men and women; (3) providing participants with resources to implement social interventions. First the intervention is described, and then empirical evidence of its efficacy is provided. Results showed a reduction of benevolent sexism (BS), hostile sexism (HS), and essentialist views, and higher support for collective actions in Argentina (Study 1). HS and system-justifying beliefs were reduced and support for collective action increased in Spain (Study 2). In El Salvador, HS, BS (marginally), system-justifying, and homophobic beliefs were reduced (Study 3). Implications for interventions and policy making are discussed.",10]
["Women's Perspectives on Retention in Higher Education in Jordan: Commute and Choice",2012,"https://journals.sagepub.com/doi/abs/10.2190/CS.14.1.d","Allaf, Carine","Journal of College Student Retention: Research, Theory and Practice","Jordan is viewed as a country of social, political, and economic and advancement. It currently leads the region in literacy rates and is well on its way to achieving gender equity. However, some reports claim that Jordan maintains the widest gender gap in higher education completion in the region while others report that the percentage of females is higher than males. There is a body of literature on college student retention but no such work has taken place in the Middle East, and more specifically in Jordan, on the experiences of women in higher education and retention. This study explores the experiences of 18 women that, at the time of the data collection (2008-2009), were in their final year or semester of higher education and preparing to graduate (average age 22.3 years old) and 10 women, that were at one point formally enrolled but at the time of the study had departed from completing higher education (average age 22.8 years old). These women represented 13 different universities (7 public and 6 private) throughout Jordan. Interviews were conducted with each participant. In addition to interviews, visits with the women were conducted on the university campus and official university and ministry education records were collected to examine enrollment, graduation, and retention rates. These varied qualitative methods allowed for a holistic exploration of the patterns in the persistence of women in higher education. This study found that the main retention theories formed in the United States are not completely adequate in helping explain the situation of women in Jordan and this study alters and extends them, placing more weight on characteristics at the individual-level, rather than on the institutional-level, with more attention paid to the role of the commute and the inflexibility of the higher education admissions process, in order to make them more applicable to the context of women in Jordan. {\\textcopyright} 2012, Baywood Publishing Co., Inc.",10]
["REFLECTIONS ON THE RESEARCH ECOSYSTEM: Lessons from UASP Alumni in sub-Saharan Africa",2019,"https://www.irex.org/sites/default/files/Reflections%20on%20the%20Research%20Ecosystem%20Lessons%20from%20UASP%20alumni%20in%20sub-Saharan%20Africa.pdf","IREX",null,"IREX draws on six weeks of discussion and active reflection with 24 mid- and senior- research leaders from universities in sub-Saharan Africa to provide a snapshot of perceived performance and growth opportunities. They herald their strong institutional brands, research strategies and international partnerships, and identify significant strides in managing sponsored research programs. However, they also find growth opportunities related to leadership, strategic management and data, people management and professional development, knowledge transfer, and marketing and communication.",1]
["The Road to Academic Excellence - The Making of World-Class Research Universities",2011,"https://doi.org/10.1596/978-0-8213-8805-1","Philip G. Altbach and Jamil Salmi","The World Bank","For middle-income and developing countries as well as some industrial nations a major challenge for building and sustaining successful research universities is determining the mechanisms that allow those universities to participate effectively in the global knowledge network on an equal basis with the top academic institutions in the world. These research universities provide advanced education for the academic profession, policy makers, and public and private sector professionals involved in the complex, globalized economies of the 21st century. In addition to their contribution to economic development, these universities play a key societal role by serving as cultural institutions, centers for social commentary and criticism, and intellectual hubs. The positive contribution of tertiary education is increasingly recognized as not limited to middle-income and advanced countries, because it applies equally to low-income economies. Tertiary education can help these countries to become more globally competitive by developing a skilled, productive, and flexible labor force and by creating, applying, and spreading new ideas and technologies. A recent study on how to accelerate economic growth in Sub-Saharan Africa spells out the crucial contribution of tertiary education in supporting this endeavor (World Bank 2008). It observes that the key for success in a globalized world increasingly lies in how effectively a country can assimilate available knowledge and build comparative advantages in areas with higher growth prospects and how it can use technology to address the most pressing environmental challenges. The main chapters of this book are nine case studies that illustrate what it takes to establish and sustain research universities and help validate the analytical model outlined above, including the paths to building research excellence.",1]
["Learning to Innovate: A Case Study of Malawian Faculty Improving Food Systems with Human Centered Design",2019,"https://www.researchgate.net/publication/335368952 ","Heinrich W., Cherchiglia L., Abalo T., Bonnell J.","International Journal of Agricultural Education and Extension","This study follows the implementation of an 18-month series of capacity development workshops supported by the United States Agency for International Development (USAID) in Malawi’s Lilongwe University of Agriculture and Natural Resources (LUANAR). The primary goal of this study was to investigate ways in which Design Thinking could be learned and applied in the context of an international partnership focused on faculty development for food systems innovation. Participants (N = 7) were faculty from LUANAR who engaged in 6 workshops and 1 field experience. Through multiple qualitative and quantitative data collection approaches, it was possible to identify learning outcomes and behavior patterns indicating participants’ conceptual understanding as well as their contextual application of Design Thinking.",1]
["Implementing human and institutional capacity development with agricultural higher education institutions: The genesis of iAGRI.",2016,"https://repository.ruforum.org/system/tdf/Erbaugh.pdf?file=1&type=node&id=36525&force=","Erbaugh, J. M., Kraybill, D. S., Minde, I. J., & Hansen, D. O.","RUFORUM Institutional Repository","The Innovative Agricultural Research Initiative (iAGRI) is a long-term investment in agricultural higher education and research capacity in Tanzania funded by USAID under the Feed the Future initiative. The main goal of the iAGRI project was to improve food security and agricultural productivity in Tanzania by strengthening the training and collaborative research capacities of Sokoine University of Agriculture (SUA) and the Ministry of Agriculture, Livestock and Fisheries (MALF). The need for the project was identified by the Government of Tanzania and USAID who recognized that the agricultural training, research, and outreach capacity of SUA to boost food production and reduce food insecurity was lacking. The project was designed to address these gaps by focusing on multiple dimensions of capacity building including human resource development (long term degree training), collaborative research, institutional capacity development and improved linkages with other universities in the USA and in the Global South. The experience of The Ohio State University, partner US universities, and the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) in implementing earlier institutional development projects around the world and in East Africa informed the early design and approaches used to implement and address these capacity development components. Long-term degree training of Tanzania post-graduates occurred in the United States, at RUFORUM affiliated institutions in East and Southern Africa, and in India. Following the former collaborative research support program (CRSP) model, thematic collaborative research programs were launched in Tanzania that engaged scientists from partner universities in the U.S. with research scientists from SUA and MALF. Former projects that established enhanced linkages between agricultural higher education institutions (AHEI) and the private sector were implemented through new and innovative programmatic approaches such as the Innovation Portfolio. Through the course of project implementation, it became apparent that to improve institutional capacity there was a need to focus on organizational change and improved linkages with external stakeholders including the private sector, in tandem with human resource development to improve the administrative culture and working environment and transform SUA into a 21st century university. The leadership and change management initiative represented a unique departure from past capacity programs and as a major contribution of the iAGRI project to agricultural higher education institution capacity development initiatives.",1]
["Research Capacity Strengthening in LMICs",2019,"https://assets.publishing.service.gov.uk/media/5d42be4eed915d09d8945db9/SRIA_-_REA_final__Dec_2019_Heart___003_.pdf","Mattia Fosci, M., Loffreda, L., Velten, L. & Johnson, R.","DFID","International donors have long supported efforts to strengthen research capacity in LMICs as a means of achieving long-term sustainable development. This document presents the results of a Rapid Evidence Assessment (REA) of the literature on interventions to strengthen research systems and organisations. The REA set out to answer two research questions: • What are the strategies and interventions available to strengthen research systems and support an enabling environment for research in low or middle-income countries? • What are the strategies and interventions available to strengthen research organisations to produce and manage research in low or middle-income countries? In order to answer the research questions, we reviewed 227 studies from a vast body of literature on research capacity strengthening in low- and middle-income countries (LMICs). Given the large differences between LMICs, we concentrated the analysis on a subset of countries with lower income and lower investment in research (see Appendix B for methods). The geographical focus of the reviewed studies is summarised below. Although the literature reviewed covers both research systems and organisations and spans a number of topics, the strength of evidence on each topic varies greatly (see section 3). Overall, there is much stronger evidence on problems and challenges than on the interventions. Evidence on the effectiveness of the interventions in a specific domain is limited, although broad guiding principles and good practices are identified (see section 7).",1]
["University partnership to address the shortage of healthcare professionals in Africa",2008,"https://doi.org/10.1080/17441690701766486","Tache S, Kaaya E, Omer S, Mkony CA, Lyamuya E, Pallangyo K, Debas HT, Macfarlane SB","Global Public Health","The shortage of qualified health professionals is a major obstacle to achieving better health outcomes in many parts of the world, particularly in Africa. The role of health science universities in addressing this shortage is to provide quality education and continuing professional development opportunities for the healthcare workforce. Academic institutions in Africa, however, are also short of faculty and especially under-resourced. We describe the initial phase of an institutional partnership between the Muhimbili University of Health and Allied Sciences (MUHAS) and the University of California San Francisco (UCSF) centred on promoting medical education at MUHAS. The challenges facing the development of the partnership include the need: (1) for new funding mechanisms to provide long-term support for institutional partnerships, and (2) for institutional change at UCSF and MUHAS to recognize and support faculty activities that are important to the partnership. The growing interest in global health worldwide offers opportunities to explore new academic partnerships. It is important that their development and implementation be documented and evaluated as well as for lessons to be shared.",1]
["Deliverology in Ethiopian Higher Education as a Quality Management Tool: Critical Review and the Insider’s Reflection.",2019,"https://doi.org/10.7575/aiac.ijels.v.7n.4p.83","Olkaba, T & Tamene.","International Journal of Education and Literacy Studies","The concept of deliverology as a systematic process for driving progress and delivering results in government and the public sector, was endorsed in Ethiopia in 2017 for the purpose of quality management in Ethiopian public universities. The impetus of this reflective review article is to examine the essence of deliverology as a quality management tool in Ethiopian higher learning institutions as a response to graduate unemployment. In Ethiopia, different reform strategies were endorsed in higher learning institutions such as: program diversification, modularization governance reform strategies and currently deliverology as a quality management tool. This paper critically reviewed the Ethiopian higher learning institutions experiences and the essence of deliverology from its inceptions to the current implementation in Ethiopian public universities. The findings portray that deliverology as strategy for quality management is not conceived in Ethiopian higher education community at large and reality on the ground is different from the literature developed on the science of deliverology.",1]
["Higher Education Partnerships to Strengthen Health Systems in Liberia",2021,"https://www.edu-links.org/sites/default/files/media/file/PEER_Liberia%20Case%20Study%204.19.21.pdf","USAID, INNOVATION, TECHNOLOGY AND RESEARCH HUB","USAID","Globally, the COVID-19 pandemic is one of the most severe health crises in the past century. However, in the context of Liberia and the West Africa region, it is one of multiple infectious disease outbreaks that have posed challenges in the last decade. While there are many ongoing health stresses caused by malaria, tuberculosis, HIV/AIDS, and various diarrheal diseases, the region has also had to contend with the crisis of an Ebola epidemic in 2013-2016; these acute and chronic stresses have created significant shocks for governments and healthcare systems in the region. While the Ebola epidemic exerted extreme stress on Liberia’s health systems, it also uncovered several areas that could be strengthened to provide future resiliency. In particular, Liberia’s higher education institutions (HEIs) were identified as being key components of the country’s overall future strength, particularly in terms of medical education and specialized care for infectious disease patients. The U.S. Agency for International Development (USAID) Partnerships for Enhanced Engagement in Research Liberia (PEER/Liberia) program strengthened Liberia’s sole medical school to build resilience against unexpected shocks.",1]
["CULTIVATING INNOVATION DURING COVID-19: MALAWIAN HIGHER EDUCATION AND LOCAL SOLUTIONS IN CRISIS RESPONSE",2020,"https://www.edu-links.org/sites/default/files/media/file/Malawi%20MUST-ISP%20Case%20Study_Final_Dec20.pdf","USAID, CENTER FOR EDUCATION AND INNOVATION, TECHNOLOGY, AND RESEARCH HUB","USAID","Higher education institutions closed their physical campuses in late March 2020 in response to the COVID-19 virus. Many institutions were not equipped to deliver classes virtually. Students no longer residing on campus faced challenges accessing learning materials due to inaccessible or unreliable Internet connections. Higher education institutions faced financial difficulties stemming from unpaid student fees and a loss of revenue from teaching, learning, research, community outreach, and publication activities. Despite these challenges, several higher education institutions in Malawi demonstrated their critical role in addressing the pandemic by advancing research and innovation. Notably, USAID partner Malawi University of Science and Technology (MUST) embraced this role, developing innovative solutions. This case study underscores the importance of partnerships during crises in expanding capacity for research and innovation within higher education institutions and outlines the broad societal benefits of this increased capacity.",1]
["COMMITMENT TO LEVERAGING SYSTEMS FOR COMMUNITY SUPPORT: THE UNIVERSITY OF THE PHILIPPINES SYSTEM CRISIS RESPONSE TO COVID-19",2020,"https://www.edu-links.org/sites/default/files/media/file/University%20of%20the%20Philippines%20Case%20Study_Dec20.pdf","USAID, CENTER FOR EDUCATION","USAID","There are more than 2,300 higher education institutions in the Philippines, of which approximately 1,700 are private. USAID has supported the Philippines’ goals of sustained growth of the higher education system by helping these institutions align their research and academics with the demands of industry and improving the country’s science, technology, and innovation. COVID-19 tested the ability of the University of the Philippines (UP) to adapt in a crisis through efforts directed at continuity of learning, research and innovation, community engagement, and communications. This case study looks at the UP system holistically across multiple campuses and explores the conditions that led to a strong crisis-response to ensure learning continued during the COVID-19 pandemic. The UP, being both a public university system and the national university of the Philippines, prides itself on the diversity of its curricula options as “a graduate university, a research university, a public service university, and a regional and global university.” UP is a large system of eight universities (Diliman, Los Baños, Manila, Visayas, Open University, Mindanao, Baguio, and Cebu) across 17 campuses, offering more than 250 undergraduate programs.",1]
["ResilientAfrica Network's COVID-19 Response: A Case Study on the Integral Role Higher Education Institutions Can and Should Play Within Development",2021,"https://www.edu-links.org/sites/default/files/media/file/RAN%20COVID-19%20Case%20Study%204.28.2021_0.pdf","USAID, INNOVATION, TECHNOLOGY AND RESEARCH HUB","USAID","This case study focuses on the example of the ResilientAfrica Network (RAN) - a program based at the Makerere University in Kampala, Uganda originally established with USAID support - and illustrates how RAN’s multifaceted response to the COVID-19 pandemic highlights the unique, crucial role that HEIs play within national and international development, particularly during times of crisis. Due to a sudden lockdown in mid-March 2020, RAN initially halted all activities. However, based on prior experience with Ebola and Zika, RAN’s technical team quickly convened a virtual co-creation meeting to determine how to adapt to the new reality of COVID-19. The team identified two priorities: 1) identify and execute “low-hanging fruit” actions that address urgent needs and 2) adapt regular RAN activities, such as innovation support, research, and capacity building, to fit within the new pandemic realities. Low-hanging fruit included areas of need with RAN solutions already in progress, areas of need that required low-cost solutions, and immediate capacity-building needs.",1]
["Higher Education Response to COVID-19: A Landscape Map of USAID Partner Countries",2020,"https://www.edu-links.org/resources/higher-education-response-covid-19-landscape-map-usaid-partner-countries","USAID","USAID","This landscape map identifies the actions taken by HE systems and HEIs in select USAID partner countries to respond directly to and mitigate the impacts of COVID-19 on learners, institutions, communities, and countries. This landscape map does not present an analysis of USAID actions to mitigate the impact of the virus, but rather is focused on the actions of the HEIs and HE systems in these partner countries. It is the hope of the research team that this analysis will contribute to the growing knowledge base around COVID-19’s impacts on higher education and development, inform USAID and other donor higher education programming, and potentially orient future lines of research.",1]
["Merit and Needs-Based Scholarship Program (MNBSP) Evaluation Report",2013,"https://www.edu-links.org/sites/default/files/media/file/MNBSP%20Evaluation%20Report.pdf","USAID","USAID","In 2004 the United States Agency for International Development (USAID) and Pakistan's Higher Education Commission (HEC) developed the Merit and Needs-based Scholarship Program (MNBSP). The objectives of MNBSP are: To enable the academically qualified, yet financially needy, Pakistani students to continue university studies in selected private and public universities of Pakistan in the fields of agriculture and business administration. To enhance the institutional capacity of the HEC of the Government of Pakistan and local public and private sector universities in designing and implementing need and merit based scholarship projects. The purpose of this evaluation of MNBSP is to provide USAID/Pakistan with an independent performance-cum-process evaluation to help improve the performance of MNBSP and its contribution to USAID/Pakistan’s development objectives. The scope of the evaluation was defined through twelve specific questions, which are listed in the next section that outlines overall conclusions. The evaluation used a mixed methods approach to collecting and analyzing data. A number of instruments were adopted to gather primary information from stakeholders and MNBSP beneficiaries. Secondary data was captured from program documentation and other relevant sources. All sources are defined in the body of the report.",1]
["USAID/INDONESIA’S PROGRAM TO EXTEND SCHOLARSHIPS AND TRAINING TO ACHIEVE SUSTAINABLE IMPACTS (PRESTASI)",2021,"https://www.edu-links.org/sites/default/files/media/file/USAIDIndonesia%27s%20Program%20to%20Extend%20Scholarships%20and%20Training%20to%20Achieve%20Sustainable%20Impacts%20%28PRESTASI%29.pdf","USAID","USAID","This case study showcases good practices in scholarship programming by highlighting the work of the Program to Extend Scholarships and Training to Achieve Sustainable Impact (PRESTASI) activity in Indonesia, including recruitment strategies, co-funding, leadership training, and alumni activities.",1]
["The Applicability Factors on the Implementation of Performance Based Funding Mechanism at Malaysian Public Universities",2020,"https://doi.org/10.20448/journal.509.2020.71.76.86","Ahmad, A. R., & Yee, K. S.","Journal of Education and E-Learning Research","The intention of this paper is to examine the applicability factors on the implementation of Performance Based Funding (PBF) mechanism in Malaysian public universities. Three applicability drivers examined in this study are consisting of government objectives, level of understanding and autonomy. Survey questionnaires were distributed to all Dean and Deputy Dean of the faculty of all 20 public universities in Malaysia. This study investigated the drivers of PBF mechanisms for Malaysian public universities. By filling the research gap, this study can serve and provide the Malaysian Government with valuable understanding with regard to the views of public universities on the implementation of PBF. This study also assessed the applicability of the implementation of PBF that may serve as a reference or guideline to the Federal Government in developing PBF and applying higher education funding policies. This study can also function as a reference guide to other nations, especially amongst developing nations considering PBF programs. The findings from the quantitative data showed that government objectives, level of understanding and autonomy have significant and positive relationships with PBF mechanism implementation. Consistent with previous studies, government objective has proven to have a significant relationship with the PBF mechanism implementation where it usually acts as a strategic planning by the government to align the institutional objectives with government objectives.",1]
["Department Chair as Mentor: Perceptions of Young Female Faculty Members from Kazakhstan",2021,"https://doi.org/10.1108/JPCC-01-2020-0001","Yelibay, M.","Journal of Professional Capital and Community","Purpose The study explores factors affecting workplace–mentoring relationships of young female faculty members and their department chairs. Design/methodology/approach The author used a qualitative interview research design to answer the research questions of the study. Semi-structured interviews of ten female faculty members from Nur-Sultan, Kazakhstan were analyzed with the help of thematic coding and its interpretation. Findings The study suggests implementing women-only formal mentorship programs with Kochan's (2013) cultural framework for an organizational culture change. The reason is that study provides some insights into the traditional values that underpin age and gender biases in the professional community of Kazakhstani academia. However, but the results differ for participants who are informally mentored by department chairs with modern values. The author acknowledges that the small sample limits the findings and it's interpretation. Hence more research in the interdisciplinary field of gender, education and workforce in the context is required. Originality/value The study presents new evidence to support existing Western research on factors influencing workplace relationships and mentorship for young female faculty members. This empirical research adds on findings to the existing data from the Central Asian context, particularly to the sector of women studies and organizational culture in higher education institutions.",1]
["University partnership to address the shortage of healthcare professionals in Africa",2008,"https://doi.org/10.1080/17441690701766486","Tache S, Kaaya E, Omer S, Mkony CA, Lyamuya E, Pallangyo K, Debas HT, Macfarlane SB","Global Public Health","The shortage of qualified health professionals is a major obstacle to achieving better health outcomes in many parts of the world, particularly in Africa. The role of health science universities in addressing this shortage is to provide quality education and continuing professional development opportunities for the healthcare workforce. Academic institutions in Africa, however, are also short of faculty and especially under-resourced. We describe the initial phase of an institutional partnership between the Muhimbili University of Health and Allied Sciences (MUHAS) and the University of California San Francisco (UCSF) centred on promoting medical education at MUHAS. The challenges facing the development of the partnership include the need: (1) for new funding mechanisms to provide long-term support for institutional partnerships, and (2) for institutional change at UCSF and MUHAS to recognize and support faculty activities that are important to the partnership. The growing interest in global health worldwide offers opportunities to explore new academic partnerships. It is important that their development and implementation be documented and evaluated as well as for lessons to be shared.",2]
["The Private and Social Benefits of Higher Education",2009,"https://www.edu-links.org/resources/private-and-social-benefits-higher-education","McMahon, Walter","USAID","A college education has long been acknowledged as essential for both personal success and economic growth. But the measurable value of its nonmonetary benefits has until now been poorly understood. In Higher Learning, Greater Good, leading education economist Walter W. McMahon carefully describes these benefits and suggests that higher education accrues significant social and private benefits. McMahon's research uncovers a major skill deficit and college premium in the United States and other OECD countries due to technical change and globalization, which, according to a new preface to the 2017 edition, continues unabated. A college degree brings better job opportunities, higher earnings, and even improved health and longevity. Higher education also promotes democracy and sustainable growth and contributes to reduced crime and lower state welfare and prison costs. These social benefits are substantial in relation to the costs of a college education. Offering a human capital perspective on these and other higher education policy issues, McMahon suggests that poor understanding of the value of nonmarket benefits leads to private underinvestment. He offers policy options that can enable state and federal governments to increase investment in higher education.",2]
["What Works in Online Learning in Higher Education",2022,"https://www.edu-links.org/sites/default/files/media/file/Evidence%20Summary%20What%20Works%20in%20Online%20Learning%20in%20Higher%20Education.pdf","USAID","USAID","Online learning in higher education has grown rapidly over the past decade. The COVID-19 pandemic was an unplanned experiment that revealed both the importance of online education and the limited capacity for it at national, institutional, and individual levels in many countries. This brief summarizes critical conditions for online learning success, as well as evidence on the effectiveness of online education in improving access, engagement, and learning outcomes in higher education. It is intended as a programming resource for USAID, its partners, higher education institutions (HEIs), and higher education systems.",3]
["Enhanced Conceptual Understanding, 21st Century Skills and Learning Attitudes through an Open Inquiry Learning Model in Physics",2021,"http://dx.doi.org/10.3926/jotse.1004","Abaniel, A.","Journal of Technology and Science Education","The study is grounded in the fact that in Southeast Asia, there are few studies on the effects of authentic, inquiry-based learning, or instruction in the field of Science education. This study investigated the effects of the open inquiry learning model in Physics on the concept and 21st century skill attainment, and learning attitudes of grade 12 students of a state university in the Philippines. The study involved a pre-test-posttest experimental design using quantitative approaches. Normalized Hake gain was used to determine the effectiveness of the open inquiry learning model in enhancing the concept attainment of students. Non-parametric test, particularly, Wilcoxon signed ranks test, determined the significant difference between the pre and post-test scores. Net shift in pre-test and post-test scores in Colorado Learning Attitude about Science Survey (CLASS) identified a shift in the learning attitudes of students. The difference between the pre-test and post-test scores of students was found to be significant (Z=-3.927, p=0.000<0.05; Z=-3.387, p=0.001<0.05). Students achieved high Hake gain (0.82). There was also a positive shift in the learning attitudes of students. Thus, the open inquiry learning model is effective in improving the conceptual understanding, 21st century skills, and learning attitudes of students. Because of its positive effects on students’ holistic learning, further promotion of this learning pedagogy is needed, especially in the Philippines setting. A series of professional development programs anchored on this learning pedagogy may be launched to train teachers and pre-service teachers.",3]
["Pandemic Experiences of Distance Education Learners: Inherent Resilience and Implications",2021,"https://orcid.org/0000-0002-3261-4889","Bhaumik, R., & Priyadarshini, A.","Asian Journal of Distance Education","The COVID-19 outbreak in March 2020 affected the Indian education system quite adversely, almost bringing it to a standstill. Amid this crisis, the F2F education system adopted tools and technologies otherwise prevalent in distance education (DE). There is ample literature corroborating the widespread use of such tools by F2F education during the lockdown. However, there is a need to study how the existing distance education system in Asia and countries like India which uses printed selflearning materials, digital technology, and F2F counselling functioned during the same period. This study tries to identify the changes brought about in this system as a result of the COVID-19 pandemic. The purpose of this study was to find out the experiences of learners of a DE program, viz. M.A. in Distance Education (MADE) offered by the Indira Gandhi National Open University (IGNOU), New Delhi, India which introduced emergency online interventions during the pandemic. A mixed-method approach was used to elicit responses from the learners regarding their psychological state, teaching-learning transaction, learner support and autonomy, and the role of technology. An online questionnaire comprising 21 Likert-type items and 4 open-ended questions was used to collect responses from 57 participants. The study found a positive response to the use of online synchronous tools for counselling with most of the participants desirous of continuation of such interventions even after the pandemic. The majority reported non-interruption in their DE studies and felt confident of completing the program owing to the flexibility of the system. The study affirmed DE’s resilience to the effect of the pandemic upon its learners. The expectations from learners and institutions for enhanced use of online technology in the future raise a strong requirement for continuous professional development (CPD) of distance teachers. The findings hint toward further strengthening of DE in the country to increase the overall resilience of education.",3]
["A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education",2020,"http://dx.doi.org/10.5944/openpraxis.12.2.1071","Marín, V. I., Bond, M., Zawacki-Richter, O., Aydin, C. H., Bedenlier, S., Bozkurt, A., Conrad, D., Jung, I., Kondakci, Y., Prinsloo, P., Qayyum, A., Roberts, J., Sangrà, A., van Tryon, P. J. S., Veletsianos, G., & Xiao, J.","Open Praxis","This paper reports on the first stage of an international comparative study for the project \"Digital educational architectures: Open learning resources in distributed learning infrastructures-EduArc\", funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries' political structure organisation. The discussion and conclusion point at the importance of understanding each country's context and culture, in order to understand the differences between them, as well as the challenges they face.",3]
["Implementation of SDGs at the University of South Africa",2019,"https://doi.org/10.1108/IJSHE-04-2019-0156","Mawonde, A., & Togo, M.","International Journal of Sustainability in Higher Education","Purpose The purpose of this paper is to demonstrate how universities can play a pivotal role in implementing sustainable development goals (SDGs). It recognises the advantage that universities have in responding to social challenges through their functions and operations, mainly through research and innovation and academic prowess. Not much guidance is available on how they can contribute to SDG implementation. The research is a case study of the University of South Africa, a distance education institution. It showcases how its science campus in Johannesburg has incorporated SDGs in its operations. Design/methodology/approach Data were collected through interviews with campus operations managers and sustainability office managers, a survey with environmental science honours students was conducted and observations of the Unisa Florida campus environment were undertaken to establish practices that contribute towards SDG implementation. Document analysis assisted in complementing the data collection process. Data were analysed by aligning practices with SDG indicators. Findings The research revealed a number of practices that align with SDGs in teaching, research, community engagement and campus operations management. Unisa is however challenged by financial limitations and as an open distance education and learning (ODeL) institution, it struggles to involve students in these projects. The paper concludes that while the most obvious contribution of universities to SDGs is towards quality education (SDG 4), higher education, including distance education institutions, can play an active role in implementing other SDGs as well. Research limitations/implications This research was limited to one institution, Unisa, owing to time limitations. While this might seem like the research was too selective, it was intentional, as the aim was to research a distance education institution. The research targeted staff involved in campus operations at Unisa’s Florida Campus, which is located in Johannesburg. Interviews were limited to students pursuing BSc Honours in Environmental Management. This was a methodological decision to contain the research, but making sure that the targeted respondents were the most informed. Individual case studies are often critiqued for being insufficiently representative to allow generalisations to other contexts (Jupp, 2006). This applies to this research in terms of “populations and universes” (Yin, 2003, p. 10), but generalisations to “theoretical propositions” (ibid) are possible. Originality/value There are few studies in Africa which researched implementation of SDGs in universities, let alone in ODeL institutions. The research revealed the challenge of involving students in sustainability practices in distance education institutions and serves as a testimony that such institutions can still have successful projects on and off campus. It suggests involving students in applied research based on the current sustainability projects on and off campus.",3]
["Promoting Student Support in Open and Distance Learning Using Information and Communication Technologies",2019,"https://doi.org/10.56059/jl4d.v6i2.360","Mayanja, J., Tibaingana, A., & Birevu, P. M.","Journal of Learning for Development","The study investigated the use of ICTs in student support in Open and Distance learning (ODL) at Makerere University. The study adopted a survey design with 327 ODL students, and the data from participants was collected using self-administered questionnaires and individual interviews. The results showed that Makerere University has enhanced student support through the introduction of the learning management systems, web-based applications, registration and accessing results to ensure students’ satisfaction and retention in ODL system. However, limited electronic support is extended to ODL students through e-mails, mobile phones, social media applications, radio and television. The study concludes with recommendations to policy makers at Makerere University. Although this study was based in Uganda, the findings may be of relevance to institutions in other developing countries.",3]
["Conceptualizing Internationalization at a Distance: A “Third Category” of University Internationalization",2021,"https://doi.org/10.1177/1028315320906176","Mittelmeier, J., Rienties, B., Gunter, A., & Raghuram, P.","Journal of Studies in International Education","Internationalization efforts in higher education have often been categorized according to Jane Knight’s binary of “Internationalization at Home” (IaH) and “Internationalization Abroad” (IA). However, a rising number of technology-supported activities have created new opportunities for university internationalization. For example, students can now remain “at home” while using technology to study with an institution or program that is simultaneously located “abroad.” We have conceptualized these activities as a new third category called Internationalization at a Distance (IaD). In this article, we introduce the concept of IaD and outline an in-depth case study of an international distance education provider at scale, the University of South Africa.",3]
["Creating a Context for Campus Sustainability through Teaching and Learning: The Case of Open, Distance and E-Learning",2019,"http://dx.doi.org/10.1108/IJSHE-02-2019-0066","Pretorius, R. W., Anderson, R., Khotoo, A., & Pienaar, R.","International Journal of Sustainability in Higher Education","Purpose This paper aims to reflect on approaches through which open, distance and e-learning (ODeL) students can use their local environments for assessments and explores how this shapes their conceptualisations of “university” and “campus”. Key issues and lessons learnt are covered, thus providing pointers for implementation of the type of assessment approaches that are presented. Design/methodology/approach Using three undergraduate sustainability-related modules in the Department of Geography, University of South Africa (Unisa), the lecturers’ reflections on the real-world sustainability learning experiences of students in these modules (2015-2018) have been cross-correlated and compared to present an integrated picture of emerging best practice. Findings The use of real-world, place-based applications, which form a central theme in the assessment strategy for all three modules, allows students to deal hands-on with sustainability issues, establishes a connection between ODeL students and the university and presents an opportunity to engage these students in real-world sustainability learning despite not being on campus. Research limitations/implications The case study format and qualitative, reflective methodology present limitations, while specifically focusing on ODeL and the final phase of undergraduate studies. Despite these limitations, the lessons learnt can be of value to universities currently transferring to online offerings, with possible impacts for sustainability learning. Originality/value This paper addresses misconceptions on the role of ODeL in transforming to sustainability. The criticism that ODeL is suitable for primarily theoretical training is countered by evidence that appropriately structured assessments requiring ODeL students to engage with real-world issues in their local environments, can provide valuable sustainability learning experiences.",3]
["Using Real-World Engagements for Sustainability Learning in ODeL in the Global South: Challenges and Opportunities",2021,"https://doi.org/10.1108/IJSHE-08-2020-0287","Pretorius, R. W., Carow, S., Wilson, G., & Schmitz, P.","International Journal of Sustainability in Higher Education","Purpose This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines. Design/methodology/approach The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning. Findings The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper. Research limitations/implications The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field. Originality/value This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice.",3]
["Towards an Institutional Blended Learning Adoption Model for Higher Education Institutions",2022,"https://doi.org/10.1007/s10758-021-09507-4","Antwi-Boampong, A., & Bokolo, A. J.","Technology, Knowledge and Learning","There has been considerable interest in Blended learning (BL) and how it is transforming teaching and learning in higher education institutions. Research in this area is focused on course level issues in relation to how students and faculty members interact and adopt blended learning, with very limited focus on institutional adoption. There is the need for more institutional adoption research to guide how higher education institutions shape policies as they transition from the traditional face to face delivery model to fully blended universities. This study adopts a grounded theory methodology to investigate institutional BL adoption initiatives. A public university in Ghana, which is in its early/adoption implementation stage, is selected as a case study and analysed using the constant comparative analytical technique. The university management took a decision in 2013 to transition from face to face delivery to a fully adopted blended learning approach. The university subsequently adopted a BL policy which, among other things, directed faculty members to teach courses via a mix of face to face and online using a Moodle Learning Management System (LMS). Findings from this study present the identified factors that influence and impact the adoption of BL program in institutions. Findings from this study suggest that institutional decision to adopt or reject BL is influenced by the level of the institutional desire to adopt blended learning and the level of the institution’s intention to adopt blended. The outcome of the findings is developed into an institutional adoption model to guide managers of institutions intending to transition to BL delivery model.",3]
["Using Grounded Theory Approach for Examining the Problems Faced by Teachers Enrolled in a Distance Education Programme",2021,"http://doi.org/10.5944/openpraxis.13.2.128","Bose, S.","Open Praxis","This study investigated the problems faced by teachers enrolling in a distance teacher education programme offered by India’s Indira Gandhi National Open University (IGNOU). Instead of review of literature, the study began with the examination of learners’ complaints about various aspects of the programme. Analysis of data extracted from the complaints led to the hypothesis that the inability of the programme’s learner support to address nonacademic problems was affecting the capacity for distance learning. Interventions provided for strengthening the learner support, lessened complaints and confirmed the hypothesis. Thus using the grounded theory approach this study extracted from data, the impact of a weak learner support on distance learning. The study cautions that learner support remains crucial even when distance learners are professionals like teachers; a robust instructional design does not guarantee learner satisfaction if learner support remains weak; and alterations in learner support need to be tried out before incorporating them in programmes with high enrolment.",3]
["Developing Self-Regulated Learning Skills in University Students Studying in the Open and Distance Learning Environment Using the KWL Method",2020,"http://hdl.handle.net/11599/3261","De Silva, D. V. M.","Journal of Learning for Development","Open and Distance Learning (ODL) is considered an important strategy for increasing educational access. However, students learning in ODL environments face many challenges. Studies have indicated that students with self-regulated learning (SRL) skills are more likely to succeed in ODL environments. Studies have demonstrated that through instructional strategies, tutors can teach and help improve SRL skills. This development of SRL skills may lead to reduced drop-out rates. To examine the suitability of SRL skills development strategies, the researcher of this study utilised a KWL (What I Know, What I Want to Know, What I Learned) method in the ODL environment in Sri Lanka to help develop SRL skills in university students. This study adopted an action research approach, and twenty-four (24) Bachelor of Education students and three (03) educators at the Open University of Sri Lanka were the participants. Zimmerman & Moylan's (2009) self-regulated cycle of learning model was used for the intervention. A Motivated Strategies for Learning Questionnaire (MSLQ,1991) was administered to measure students' SRL skills. Observations, reflections, and focus group discussions were used to collect qualitative data. The study's findings indicated that the KWL method contributed to the improvement of selfregulated learning skills among student participants.",3]
["Perceptions of Undergraduates on the Relationship between Exposure to Blended Learning and Online Critical Literacy Skills",2019,"https://doi.org/10.4102/rw.v10i1.200","Fola-Adebayo, T. J.","Reading & Writing: Journal of the Reading Association of South Africa","Background: Exposure to a blended experience has the potential to heighten students’ online critical literacy skills, and prepare them to participate in the new online communities that emerge within a networked society. Objectives: This article considered the perceptions of a cohort of third-year undergraduates of the Department of Communication and Language Arts, University of Ibadan, Nigeria, on the relationship between exposure to blended learning (BL) and the development of online critical literacy skills. Method: A BL mode, which took the form of a face-to-face approach and the use of a virtual learning environment, was employed in teaching Critical Literacy, a component of the Developmental Reading Skills course designed for undergraduates of English as a second language. For 4 weeks, 80 students were trained to read web-based information critically and evaluate web pages in the Developmental Reading course, after which their perception of the relationship between exposure to BL and the development of online critical literacy skills was investigated. This work, for which data were obtained through focus group discussion and administration of a structured questionnaire, is grounded in both critical literacy (Janks 2013) and social constructivist theories (McInerney & McInerney 2002). Frequency distribution and Pearson correlation coefficient were employed in analysing the data collected. Results: The results revealed that the students perceived a positive relationship between exposure to BL and the development of online critical literacy skills. Conclusion: Many of the respondents showed a preference for the BL mode, and the benefits they derived from it include: the improvement of Information and Communications Technology (ICT) skills, the acquisition of more knowledge after the class, convenient time to work and ease with self-expression. Keywords: Digital literacy; meta-cognition; reading; second-language reading; reflective thinking.",3]
["Transforming Universities in Interactive Digital Platform: Case of City University of Science and Information Technology",2021,"https://doi.org/10.1007/s10639-020-10237-w","Habib, M. N., Jamal, W., Khalil, U., & Khan, Z.","Education and Information Technologies","The purpose of this research was to understand the automation of Higher Education Institutes (HEIs), and to evaluate the automated process from the perspective of developing country. A single case study of City University of Science and Information Technology (CUSIT), Pakistan was selected as a unit of analysis. Mix methodology was used in this research. Semi-structured in-depth interviews were conducted from the top management as a primary source while secondary data regarding usage and functions of LMS was collected for the period of 2 years (four semesters Fall-2017–Spring 2019). Data from both sources was utilized, and triangulated for case building and analysis. It was found that CUSIT has a state-of-the-art automated infrastructure, management information system (MIS) and learning management system (LMS) which facilitates faculty, staff and administration. LMS provides an integrated and digital platform to key stakeholders particularly to the teachers for sharing course outlines, lesson plan, assignment generation and submission, announcements and generating assessment reports. Similarly, the student gets access to all course material, assignments, assessment report, notices, and other relevant information at any point of time. However, the system lacks some of the major E-learning features with limited support to the large file size, real time learning, online classes, real time feedback and query system etc. Furthermore, this study identified few seldomly used functions of automated system as well as few duplications and operational activities which requires consideration by the management. The case of CUSIT proves to be a practical case for all those universities who are facing challenges due to corona virus pandemic and are looking for a solution to continue education through distance learning and e-learning platforms. This study supports the automation of HEIs and provides lesson learned for the academia and management of HEIs by identification of success features as well as limitations of the system.",3]
["Technology Enhanced Learning Analytics Dashboard in Higher Education",2022,"https://doi.org/10.34190/ejel.20.2.2189","Jayashanka, R., Hettiarachchi, E., & Hewagamage, K. P.","Electronic Journal of E-Learning","During the COVID-19 pandemic period, all the Sri Lankan universities delivered lectures in fully online mode using Virtual Learning Environments. In fully online mode, students cannot track their performance level, their progress in the course, and their performances compared to the rest of the class. This paper presents research work conducted at the University of Colombo School of Computing (UCSC), Sri Lanka, to solve the above problems and facilitate students learning in fully online and blended learning environments using Learning Analytics. The research objective is to design and create a Technology Enhanced Learning Analytics (TELA) dashboard for improving students’ motivation, engagement, and grades. The Design Science research strategy was followed to achieve the objectives of the research. Initially, a literature survey was conducted analyzing features and limitations in current Learning Analytic dashboards. Then, current Learning Analytic plugins for Moodle were studied to identify their drawbacks. Two surveys with 136 undergraduate students and interviews with 12 lecturers were conducted to determine required features of the TELA system. The system was designed as a Moodle Plugin. Finally, an evaluation of the system was done with third-year undergraduate students of the UCSC. The results showed that the TELA dashboard can improve students' motivation, engagement, and grades. As a result of the system, students could track their current progress and performance compared to the peers, which helps to improve their motivation to engage more in the course. Also, the increased engagement in the course enhances the student’s self-confidence since the student can see continuous improvement of his/her progress and performance which in turn improves the student’s grades.",3]
["Forty Years of Distance Education: Challenges and Implications at the Open University of Sri Lanka",2020,"http://doi.org/10.5944/openpraxis.12.3.1122","Jayatilleke, B. G., & Kulasekera, G. U.","Open Praxis","Commencing its activities in 1980, the Open University of Sri Lanka (OUSL) has expanded over the years embracing emerging technologies periodically, undergoing a series of technological adoptions gradually through Generations of Distance Education (GDE). The aim of this study is to assess the current status of OUSL, based on Taylor’s conceptual framework of GDE, identify the challenges faced during these technological transformations, and how those challenges were mitigated during its forty years of existence as a single-mode national open and distance learning university in Sri Lanka. This study employs a qualitative research design based on reflective practices of the researchers, narrative accounts of past decision makers, reflections of academics and administrators, and cross-referenced with documentary evidences. The findings show how the OUSL has advanced towards the fifth GDE, amidst challenges and finally propose mitigation strategies that would be useful for future technological interventions.",3]
["The Role of Extra-Curricular Activities in Increasing Student Engagement",2021,"https://www.emerald.com/insight/2414-6994.htm","Munir, S., & Zaheer, M.","Asian Association of Open Universities Journal","Purpose The first objective of this study is to review the mechanism of conducting extra-curricular activities (ECAs) in the open and distance learning (ODL) setting. To achieve this objective, the procedure of ECAs at the Virtual University of Pakistan has been studied. The second objective of this study is to find the impact of ECAs on student engagement. Design/methodology/approach This is a cross-sectional quantitative study. The questionnaire has been used to collect the data. The purposive sampling technique has been used, while this study's sample size is 970. An independent sample t-test has been used to find the difference between the groups. Findings This study shows a significant difference between the engagement levels of students who have been part of any ECA at university compared to the students who never participated in any ECA. Research limitations/implications The results have been derived from the data gathered from one university only that might hinder the generalizability of the findings. The same study can be conducted in other ODL institutions to authenticate the findings. Practical implications This study will help in realizing the policymakers of ODL about the importance of ECCAs. This study has also discussed an existing system of conducting ECCAs in an ODL setting that can be generalized and implemented across all the ODL universities to enhance student engagement. Originality/value This study has highlighted the importance of ECAs in ODL institutions that have been neglected since forever. This study is novel because it has highlighted the importance of social interaction of students in ODL and its relation with student engagement that has not been highlighted by any study so far.",3]
["Strategy of Using ICT in ODL to Disseminate Higher Education in Tribal Communities: A Case of MP, India",2020,"https://www.emerald.com/insight/2414-6994.htm","Nayak, S. R., Kant, N., & Anjali, K.","Asian Association of Open Universities Journal","Purpose The purpose of this paper is to make an assessment of the challenges in disseminating higher education to the learners in tribal communities, and problems solving capacity of Open and Distance Learning (ODL) by strategically making use of Information and Communication Technology (ICT) taking a case of Madhya Pradesh (MP), which is the most tribal dominated state of India. The paper offers valuable insight in to the usage of ICT as a strategy for the ODL system presenting an account of how it can be utilized effectively to disseminate higher education in tribal communities. Design/methodology/approach Exploratory and descriptive techniques were utilized in this paper adopting the research strategy of case study in terms of the strategic potentialities of ICT in disseminating higher education in tribal communities by ODL using it as a strategy for their empowerment and development. Findings The findings of the paper reveal that dissemination of higher education in tribal areas is a challenging task especially due to their socioeconomic conditions and ethno cultural settings in addition to numerous infrastructural and access related issues. In view of the need of integrating education with the Indigenous perspectives, ICT can be used as an effective strategy by ODL for disseminating higher education amongst learners in those communities by reaching out to them. Practical implications This paper concludes that ICT can help ODL immensely in developing countries such as India strategically in reaching the tribal learners surpassing financial and geographical constraints with a learner centric approach increasing the capacity, quality and cost effectiveness of education system bringing the concept of strategy to center stage, at a time when ICT has fundamentally changed the strategies of different sectors including education with the unprecedented growth in its use. Originality/value This paper concludes that ICT has fundamentally changed the strategies of different sectors including higher education with the unprecedented growth in its use. It also concludes that Indian higher educational sector faced with multitude of challenges is not insulated from the effect of ICT, and its emancipatory and transformative potentials in higher education can play a major substantive role by extending support to meet the increasing higher educational needs of the tribal communities by sufficiently embedding it so that their greater contributions to the Sustainable Development Goals (SDGs) can be ensured.",3]
["Exploring Open and Distance Learning Reform at the National University of Lesotho: A Managerial Perspective",2021,"https://doi.org/10.19173/irrodl.v22i4.6283","Nketekete, M., & Mojalefa, M. L.","International Review of Research in Open and Distributed Learning","This study investigated how open and distance learning (ODL) reform was managed within the Institute of Extramural Studies (IEMS), at the National University of Lesotho (NUL). The reform was introduced during the 2017/18 academic year with first-year programmes in three departments: (a) Adult Education; (b) Business and Management Development; and (c) Research, Evaluation, and Media. The study employed interviews and analysis of institutional documents as data collection techniques. Interviews were held with eight programme coordinators, four department heads, and the director of IEMS. Purposive sampling was used to select the participants to the study given their strategic position in the management and implementation of the reform. Qualitative content analysis was used to interpret the data. The findings suggested that the ODL programmes were introduced without a policy and comprehensive plan. The implementation faced several challenges such as finance, as well as infrastructural and human resources. Evidence from the literature has suggested that compared to face-to-face strategy, ODL as an educational strategy requires special resources, support, and funding. Thus, curricular materials should be adapted for the ODL context, taking into account students’ characteristics. The study found that these pertinent requirements were not considered, and implementation continued as if the reform still constituted face-to-face or campus-based instruction.",3]
["Officers’ Foreign Language Training in Educational and Information Environment of the Higher Military Educational Institution",2022,"https://doi.org/10.1002/rev3.3317","Osodlo, V., Rakhmanov, V., Krykun, V., Tarasenko, N., & Aristarkhova, M.","Review of Education",null,3]
["Use of Word Clouds for Task Based Assessment in Asynchronous E-Language Learning",2021,"http://www.mextesol.net/journal/public/files/98aa5b20f00b44c62c9b1210cf526c2b.pdf","Perveen, A.","MEXTESOL Journal",null,3]
["A Comparative Investigation of Assessment Practices in Distance and Online Learning Undergraduate Mathematics in Nigeria",2020,"https://doi.org/10.5590/JERAP.2020.10.1.06","Reju, C. O., & Jita, L. C.","Journal of Educational Research and Practice",null,3]
["Implementing Blended First Year Chemistry in a Developing Country Using Online Resources",2022,"http://dx.doi.org/10.24059/olj.v26i1.2508","Reyes, C. T., Kyne, S. H., Lawrie, G. A., & Thompson, C. D.","Online Learning","Decades of rapid development in information and communication technologies (ICTs) have resulted in tremendous global evolution in computer and online instruction. Many developing countries, however, are still struggling to successfully integrate ICTs in their teaching and learning practices, subsequently leading to slower rates of adapting digital learning pedagogies. To understand how blended instruction might operate in higher education in a developing country, this study explored students’ perspectives on the implementation of blended learning in a first-year chemistry program delivered in the Philippines. Through the resource-based learning framework, multiple types of online learning resources were employed for blended delivery of topics on periodic trends, chemical bonding, Lewis structures, molecular shape and polarity through the learning management system, Moodle. To understand the students’ experiences, a mixed methods approach was employed through a survey, focus groups, and learning analytics. Despite the scarcity of technological resources (such as access to a reliable internet connection) 57.5% of 447 student respondents favoured blended learning because of the flexibility, wider access to different types of interactive learning resources, variety of learning activities, and perceived increase in learning productivity. While the majority of respondents (75.7%) had ICT skills sufficient for education, much fewer had access to computers (19.7%). 40.0% of students self-reported that they preferred a traditional mode of instruction primarily due to the perceived difficulty of chemistry as subject matter and the students’ perceived need for a physically-present teacher to explain concepts face-to-face and to respond to questions that would arise anytime during the learning period.",3]
["University Students’ Persistence with Technology-Mediated Distance Education: A Response to COVID-19 and beyond in Zimbabwe",2021,"https://doi.org/10.19173/irrodl.v23i1.5758","Rudhumbu, N.","International Review of Research in Open and Distributed Learning","Technology-mediated distance education (TDE) has become part of the new normal in the range of teaching strategies used in universities in Zimbabwe. Contemporary literature abounds with studies that highlight challenges associated with access to education in universities, yet very little is highlighted about how TDE can be used to enhance access to education in Zimbabwean universities during the COVID-19 era and beyond. The purpose of this study was therefore to investigate determinants of students' behavioural intentions to persist with TDE in universities in Zimbabwe during COVID-19 and beyond. The study employed a quantitative approach that used a self-constructed structured questionnaire for data collection from a sample of 1,300 distance learning students selected from five universities using a stratified random sampling strategy. Structural equation modelling using IBM SPSS Amos 22 was used for data analysis. Results of the study show that cultural and norms issues ([beta] = 0.325; p < 0.001) and characteristics of the students ([beta] = 0.329; p < 0.001), the lecturer ([beta] = 0.362; p < 0.001), the institution ([beta] = 0.427; p < 0.001), and external stakeholders ([beta] = 0.279; p < 0.001) were all significantly associated with the behavioural intentions of university students to persist with TDE. Results of this study have implications for both policy and practice with regard to implementing TDE in universities.",3]
["Proximity and Choice of College of Distance Education (CoDE) of the University of Cape Coast for Further Studies",2019,"https://doi.org/10.1108/IJEM-12-2017-0379","Segbenya, M., Oduro, G. K. T., Peniana, F., & Ghansah, K.","International Journal of Educational Management","Purpose The purpose of this paper is to investigate the proximity of study centres to the students of College of Distance Education, University of Cape Coast (CoDE/UCC) and whether further studies of distance learners who were teachers and employees could lead to absenteeism in their workplaces. Design/methodology/approach A sequential explanatory strategy was used. A self-administered questionnaire and unstructured interviews as well as observation guides were employed to collect data from 2,077 students pursuing business and education programmes of CoDE in all study centres across Ghana. Data were analysed with descriptive statistics and pattern matching of content analysis. Findings The study found that few teachers and other workers pursuing the distance education do absent themselves from the workplace or classroom on Fridays preceding their face-to-face session because they embarked on their journey to the study centres on Friday morning. Some teachers also absented themselves from work on Mondays after face-to-face sessions for a lack of means of transport on Sunday after lessons. The absenteeism of these respondents directly and indirectly affected their employers, students and customers. Practical implications It was therefore recommended that management of CoDE/UCC should open more study centres in all the regions especially Western, Ashanti, Upper East, Northern and Upper West Regions to reduce number of hours spent by students to their study centres and consider introducing the business programmes at the existing district centres to reduce average distance covered by these students to commute from their places of work to their respective centres in the regional capitals. It was also recommended that online/electronic learning and audio versions (impersonal communication) of the study modules should be introduced so that students would not necessary have to travel to the study centre to participate in lectures/face-to-face sessions. Originality/value The findings of this study will help managers and administrators of both public and private distance educational providers. In addition to providing basis and areas for establishing study centres for geographical proximity, findings of the study should prove helpful for designing and delivering electronic and audio versions of distance education modules to reduce the level of absenteeism in workplace for the students.",3]
["Blended Learning Acceptance: A Systematic Review of Information Systems Models",2022,"https://doi.org/10.1007/s10758-021-09519-0","Al-Maroof, R., Al-Qaysi, N., Salloum, S. A., & Al-Emran, M.","Technology, Knowledge and Learning","Examining the blended learning (b-learning) acceptance is not a new research topic, and it has been tackled by many scholars. Nevertheless, the analysis of information systems (IS) models that are used to study the acceptance of b-learning is regarded as a topic of great importance. To examine these models and afford scholars a holistic view of this research trend, we should be aware of the forefront IS models adopted in this research trend. To that end, the current systematic review analyzed a total of 64 studies published between 2006 and 2018. The key research findings revealed that the technology acceptance model (TAM) was regarded as the predominant model in predicting the individuals’ intention to adopt b-learning. Additionally, e-learning was found to be the most effective tool used to manage b-learning classrooms. Besides, investigating the students’ adoption or acceptance of b-learning along with its underpinned technologies represents the main research purpose addressed among the majority of the analyzed studies. Furthermore, most of the collected studies were conducted in Malaysia, Taiwan, and Turkey, respectively. Moreover, university students were found to be the main respondents in terms of data collection in most of the analyzed studies. These results are expected to immensely provide a better understanding of b-learning research on one hand, and the use of IS models on the other hand.",3]
["A Managerial Perspective on Institutions’ Administration Readiness to Diffuse Blended Learning in Higher Education: Concept and Evidence",2020,"https://doi.org/10.1080/15391523.2019.1675203","Bokolo, A., Kamaludin, A., Romli, A., Mat Raffei, A. F., A/L Eh Phon, D. N., Abdullah, A., Leong Ming, G., A. Shukor, N., Shukri Nordin, M., & Baba, S.","Journal of Research on Technology in Education","There has been rapid development in Blended Learning (BL) diffusion and prior studies mainly focused on issues related to students and lecturers in improving teaching and learning outcomes, but very few studies focused on institution’s readiness and diffusion issues. Thus, there is need for institutional-based research to guide universities, colleges, and polytechnics to strategically diffuse BL. Accordingly, this study develops a model to investigate the variables and associated factors that influence institutions' administration readiness to diffuse BL initiatives based on Diffusion of Innovation (DoI) theory and institutional BL adoption framework that comprises of mature implementation stage of BL. Quantitative research approach was employed and data was collected using online survey questionnaire from 223 e-learning administrators/managers in Malaysia universities, colleges, and polytechnics. Next, Partial Least Square-Structural Equation Modeling (PLS-SEM) technique was employed for data analysis. Results indicate that institutional structure, resource support, technology infrastructure, management strategies, and ethical considerations are key variables that positively predict administration readiness to diffuse BL initiatives in higher education. Additional results from Importance Performance Map Analysis (IPMA) in PLS-SEM suggest that institutional structure has the strongest effect on administrators’ readiness to diffuse BL and is also the most important variable that influences BL diffusion in institutions. Theoretically, findings from this study provide insights on how institutions’ administration perception and acceptance of BL approach can be enhanced. Practically, the developed model can be employed as a readiness tool to assess institutions current state in implementing BL environment and further provides a road map for future improvement.",3]
["Document Delivery and OER Sharing Services Assessment in an ODL Library in Malaysia",2019,"https://files.eric.ed.gov/fulltext/EJ1303616.pdf","Chew, B. L.","Asian Journal of Distance Education","The rapid evolution of the Internet, technological innovation and increased flow of information (information overload) has modernized academic libraries and it is difficult to keep up with the virtual delivery of scholarly information. It is to be relevant within this digital economy ecosystem, improvement as change is vital. The purpose of this paper is to show case two case studies carried out in a private open distance learning (ODL) University's library in Malaysia. The first case study refers to how the integration of EBSCO Discovery Service (EDS) federated search engine widget into the Moodle virtual learning environment (VLE) has significantly provided wider access to library learning resources and improved the document delivery services provided by the library. The second case study relating to the developing two open access repositories on open educational resources (ROER) using a Japanese open source system, WEKO can support collaboration on resource sharing across the university and other academic libraries. On the first case study, the author co-worked with the Moodle system's stakeholder from the Educational Technology and Publishing Unit to integrate the EDS widget into the university's virtual learning environment platform as another library learning spaces for users to retrieve and request learning resources. As for the second case study referring to building ROERs, a pull to push design approach strategy was used whereby metadata of scholarly open access materials were harvested using an Open Archives Initiatives Protocol for Metadata Harvesting (OAI-PMH) method into another open knowledge platform (WEKO) for discovery by other users. Library leverages digital solutions to improve and facilitate customer requests, delivery and sharing of information. This approach coincides with the University's quality philosophy of delivering the right and sustainable scholarly information. Document delivery and resource sharing services of OERs are inter-related for libraries through the use of new technologies and information supply techniques. It has also increased inter-department cooperation and local-international libraries. This paper provides value addition to the library personnel in advancing knowledge dissemination and building institutional repositories services as the sharing and preservation of knowledge.",3]
["Online Health Education Program to Prevent Tobacco Use for Student Teachers during COVID-19 Pandemic in Thailand: Design, Challenges, and Outcomes",2022,"https://doi.org/10.5539/hes.v12n2p155","Chirasatienpon, T., Jitanan, M., Ketkosan, N., Polsorn, K., Kongart, C., & Sakulthaew, C.","Higher Education Studies","This study developed an online health education program by applying the Health Belief Model with social support to prevent tobacco use by student teachers and evaluated the effectiveness of the program during the COVID-19 pandemic in Thailand. This involved mixed method research divided into 2 phases, with phase 1 combining an online focus group discussion (n=8) and a literature review to develop an online health education program to prevent tobacco use, while phase 2 involved evaluating the effectiveness of the program. Phase 2 used a randomized pretest-posttest control group design consisting of an intervention group (n=30) and a control group (n=30) selected by simple random sampling for both groups from student teachers in academic years 1–5 in the Faculty of Education, Kasetsart University, Bangkok, Thailand. The result from phase 1 for the proposed program for the intervention group involved 8 weeks of online activities, including exercise, meditation, music, games and lectures by experts in public health, health education, and experiences shared by ex-smokers. Leaflets were provided to all participants in both the intervention and control groups. The results from phase 2 showed significant differences in knowledge (p < 0.000; p < 0.007), attitude (p < 0.000; p < 0.034) and risk behavior to tobacco use (p < 0.004; p < 0.025) for both the intervention and control groups at 8 weeks post-intervention compared to pre-intervention, respectively. The program could support, guidance, and contributions of the many individuals and organizations that have been involved in the online process.",3]
["Monitoring Student Performance through an Agile Project-Based Assessment Strategy for Distance Higher Education",2021,"https://doi.org/10.4018/IJDET.286739","Guadelupe, S. R., Freitas, D. P., De Carvalho, P. V. R., & Jatobá, A.","International Journal of Distance Education Technologies","This article presents an observational qualitative study regarding the use of agile methodologies in implementing project-based student assessment procedures in higher education courses. The study comprised 32 students enrolled in an online biology class in a public university in Rio de Janeiro, Brazil. Students underwent two types of activities: first using traditional project-based learning, second using an agile approach based on the EduScum methodology. Results demonstrated that the agile methodology enforced student engagement, especially collaboration aspects. Interactions between students and teachers became more acute and straightforward. Moreover, it became easier for teachers to monitor students' performance throughout the course. This study provides highlights to enable schools to improve students' assessment procedures in distance education courses.",3]
["Face-to-Face Tutorial, Learning Management System and WhatsApp Group: How Digital Immigrants Interact and Engage in E-Learning? Malaysian Online Journal of Educational Technology, 8(1), 18–35",2020,"http://dx.doi.org/10.17220/mojet.2020.01.002","Kee, C. L.","The Malaysian Online Journal of Educational Technology","The advancement of educational technology enables universities to provide various online courses to fit the needs of different learners. However, the question is – how do adult learners learn in this digital age, especially for those who had learned and developed their digital skills through experience and by self-exploring at their workplace? As such, a case study in Malaysia was conducted to examine learning experiences exhibited by middle-aged learners, also known as digital immigrants, in an e-learning environment. Fourteen new students from the first semester of a first-year programme in a private university, with ages ranging from 40– 55 years, participated in the study. Face-to-face interviews were conducted and observations were performed in Learning Management System (LMS) and WhatsApp groups for a semester. This study has pointed out that the digital immigrants require human-to-human interaction in elearning. The forming of virtual groups using the WhatsApp application is also very important to digital immigrants. Conclusively, blended learning mode in the e-learning environment which still allows interaction between humans is still the best choice for these digital immigrants, while technology is an alternative tool for the learners to complete their studies.",3]
["Challenges and Benefits of Blended Learning in Higher Education",2019,"https://files.eric.ed.gov/fulltext/EJ1264247.pdf","Namyssova, G., Tussupbekova, G., Helmer, J., Malone, K., Afzal, M., & Jonbekova, D.","International Journal of Technology in Education","This exploratory study researched the effectiveness of a graduate level blended learning course on the development of teachers, and educational leaders in Kazakhstan studying a Master‟s of Science in Educational Leadership at Nazarbayev University Graduate School of Education (NUGSE). All of the student participants in this course were invited to participate in a survey and an interview. The findings include an analysis of the pedagogical practices which promote educational leadership skills among students via blended learning courses as well as the challenges both faculty and students faced during this course. Finally, the paper makes recommendations for policy and practice in relation to enhancing effectiveness of blended learning courses in higher education. It may be of particular interest to schools in the early stages of implementing blended learning",3]
["Online Aviation Learning Experience during the COVID-19 Pandemic in Hong Kong and Mainland China",2022,"https://doi.org/10.1111/bjet.13185","Ng, D. T. K.","British Journal of Educational Technology","The COVID-19 pandemic has triggered an unexpected digital revolution, speeding up universities' digital transformation worldwide. It has brought heavy disruptions to travel and mobility worldwide, but it drives the opportunity for hosting region-wide or even international academic exchanges through learning programs, workshops, and conferences via an alternative online mode. This study reports on a case study of a 1-month online aviation learning program that engaged 108 university students from Mainland China and Hong Kong during the lockdown. At first, we first recruited students in Hong Kong; however, the program registration was unsatisfactory. This could be attributed to the students' perceived future aviation career prospects and readiness of emergent remote teaching during the pandemic. In the program, we designed an alternative blended learning approach to attract students to sustain their aviation learning. First, we transformed the activities from face-to-face (F2F) to online settings using digital technologies including flight simulation and virtual visits in a web-conferencing environment. Second, we extended the reach of the event and attracted a larger audience in the neighbouring regions in Mainland China. It turned out that we could successfully recruit 108 students from 20 cities. In the end, students' interviews and motivational surveys indicated that this online learning experience could effectively enhance students' knowledge and motivational gain. Since the government has relaxed the policy of homeschooling, we organised two F2F meetings for students in Hong Kong to connect them together. This blended mode of teaching favoured the students in Hong Kong who showed a greater motivation than those in Mainland China. Furthermore, follow-up interviews for teachers revealed how they invest in new technological equipment and knowledge to support the radical changes. Overall, the virtual event eliminates geographical barriers which successfully motivate a larger audience and gain some online collaboration between universities. This article offered useful evidence for engineering educators to reflect on online informal learning, lab settings and academic exchanges, and motivate more students to revitalise aviation education and industry.",3]
["Evaluation of Students’ Views on Teaching the Subject of Migration through Distance Education in Kazakhstan Geography Course",2022,"https://doi.org/10.18844/wjet.v14i1.6260","Nurbol, U., Shakhislam, L., Kulyash, K., Bakhadurkhan, A., Sholpan, K., & Kairat, Z.","World Journal on Educational Technology","The aim of this study is to determine the important and methodological aspect of examining the population migration patterns of distance education and university students' geography course. 420 university students who continue their education in Kazakhstan participated in the research in the spring term of 2020-2021. Scanning method was used in the research. In the research, a measurement tool called the general opinion measurement tool for the geography lesson, which was developed by the researchers and collected by taking expert opinion in the field of geography, was used. In the research, a 4-week online seminar was organized to increase the views of university students about the geography lesson, and training was given over Microsoft Teams, the interview form was collected with electronic forms after the seminar. The collected data were analyzed using spss program. According to the results of the study, it was concluded that university students' inclination to geography course is higher than male students, university students are familiar with the system for 1-3 years, their inclination to distance education systems is high and population migration patterns are learned well with this system.",3]
["Virtual Learning: The Lacuna for Improved Access, Openness and Flexibility in an Open and Distance Learning University",2020,"https://ojed.org/jimphe","Seeletso, M., & Letseka, M.","International Journal of Multidisciplinary Perspectives in Higher Education","This paper explores ways in which virtual learning can facilitate improved access to information, promote openness, and encourage flexibility in an open and distance learning university. It reports on experiences and perceptions of students at an open and distance learning university, who study through virtual learning. The study considered two groups studying the same programme, under different conditions. One group had facilitators during face-to-face sessions while the other used a virtual classroom, using smartboard technology. The sample consisted of thirty-two (32) students from Botswana Open University (BOU). An exploratory mixed methods approach was used. Students were purposively sampled. A questionnaire was administered to establish the extent to which virtual learning delivery mode provided improved access, openness and flexibility. For data analysis, themes of students' responses were identified and tallied according to the different issues and trends that emerged. The findings suggest that students view virtual learning not as significantly different from the face-to-face session in terms of quality of content. However, students reported low levels of satisfaction regarding interactivity and poor video quality.",3]
["Open Educational Resources and Practices in China: A Systematic Literature Review",2019,"https://doi.org/10.3390/su11184867","Tlili, A., Huang, R., Chang, T.-W., Nascimbeni, F., & Burgos, D.","Sustainability","The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader open education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to adopt open education and its related strategies following the MIT OpenCourseWare conference in Beijing in 2003. This study conducts a systematic literature review to investigate the current state of the art of OER and OEP in China. The findings show that several governmental, organizational, and institutional initiatives have been launched to facilitate OER adoption in China. They also show that while several OEPs have been implemented, there is still a continuous need to work on these practices and further investigate their impacts on learning outcomes and behaviors, as no current reviewed study has done so. Finally, a generic framework of OER and OEP challenges is presented along with recommendations to further enhance the adoption of OER and OEP in China.",3]
["“#3CityLink”: Disrupting Learning through a Translocal Art Pedagogy Exchange Project",2019,"https://doi.org/10.1111/jade.12193","Wimpenny, K., Knowles, R. V., Ramsay, C., & Speculand, J.","International Journal of Art & Design Education","#3CityLink involved fine arts researchers, artists and students in three cities: Regina, Canada; Coventry, UK; and Gyumri, Armenia. The project presented a platform for translocal creative interactions using online screen-based media and on-the-ground dialogues. Artists and students investigated the concerns of their locale, questioning the role of the artist in building narratives, revealing lost histories and imagining the future of where they live. Using descriptive case study design, the findings present the opportunities for enriching the student learning experience through challenging habitual approaches to art production, through alternative approaches to digital pedagogy in art education. Students’ artwork took on new dimensions beyond what they could have produced working in relative isolation in a university-only studio setting. Students were encouraged to pursue and persist in online learning spaces whilst also taking responsibility for organising their own learning and that of others. Nonetheless, using visual technology and social media for connected, artistic, co-investigation needs further refinement to engage learners, and enhance the quality of visual presence and its potential in open education.",3]
["Trend of Distance Education Research in the COVID-19 Period: A Bibliometric and Content Analysis",2021,"http://doi.org/10.31681/jetol.922682","Yavuz, M., Kayali, B., & Tutal, Ö.","Journal of Educational Technology and Online Learning","The study aims to reveal the studies' profile for distance education activities in the COVID-19 period. For this purpose, bibliometric analysis and content analysis were used together in the study. Within the scope of the study, 220 studies were selected in the Web of Science database to access the articles. Within the scope of bibliometric analysis, the most used keywords, the most cited journals, the most publishing journals, the most publishing countries and the most cited authors were analyzed with the VOSViewer program. In content analysis, methodological trends (method, sample size, data collection tool, data analysis type) used in the studies were examined. As a result of the research, the most publications were made in the last quarter of 2020, 16% of the studies were single-author and the quantitative research method was the most preferred (40%), the sample was mostly university students (n=78). It was observed that it was clustered between 0-100 intervals, the most frequently used questionnaire (n=105) as the data collection tool, and the descriptive-quantitative analysis method (40%) was used as the data analysis method. Also, the most publications are made in America and China, the most used keywords are \"COVID-19\", \"online education\" and \"distance education\", the most cited authors are Chen, Cong, Peng and Yang, and finally It has been observed that the highly cited journal has Sustainability.",3]
["Medical Students’ Perceptions and Performance in an Online Regional Anatomy Course during the COVID-19 Pandemic",2022,"http://doi.org/10.1002/ase.2208","Zhang, J.-F., Zilundu, P. L. M., Fu, R., Zheng, X.-F., Zhou, L.-H., & Guo, G.-Q.","Anatomical Sciences Education","The present study evaluated the students' psychological well-being, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials were delivered virtually to 120 undergraduate medical students at Jinan University, China. All the students consented and voluntarily participated in this study by completing self-administered online questionnaires including the Zung's Self-Rating Anxiety and Depression Scales at the beginning and end of the learning session. A subset participated in focus group discussions. Most of the students (90.0%) positively evaluated the current distance learning model. More than 80% were satisfied with the content arrangement and coverage. Many students preferred virtual lectures (68.2%) and videos showing dissections (70.6%) during the distance learning sessions. However, writing laboratory reports and case-based learning were the least preferred modes of learning as they were only preferred by 23.2% and 14.1% of the students, respectively. There was no significant lockdown-related anxiety or depression reported by students using depression and anxiety scales as well as feedback from focus group discussions. The surveyed students' confidence scores in distance learning were significantly higher after 5 weeks than at the beginning of the session (3.05 ± 0.83 vs. 3.70 ± 0.71, P < 0.05). Furthermore, the present results showed no significant differences between the current group's academic performance in the unit tests as well as the final overall evaluation for different parts of the course compared to that of the previous year's cohort. The findings above were congruent with focus group discussion data that the use of the online teaching platform for regional anatomy significantly improved the students' confidence in virtual and self-directed learning and did not negatively affect their academic performance.",3]
["ICT Officials’ Opinion on Deploying Open Source Learning Management System for Teaching and Learning in Universities in a Developing Society",2021,"https://doi.org/10.1177/2042753020946280","Asamoah, M. K.","E-Learning and Digital Media","Information and Communication Technology specialists, working within universities play important roles in the deployment of educational technologies for teaching and learning. Given the centrality of these specialists and the woeful dearth of empirics on this subject-matter in Sub-Saharan Africa, this paper interrogates the perspectives of ICT specialists working within universities in Ghana, on the deployment of Moodle®/Sakai® Learning Management System (LMS) by universities in the country for teaching and learning and the challenges involved. Data collection entailed semi-structured interviews with twenty informants. Thematic analysis was used for data analysis. It emerged that there has been impressive formulation of e-learning policy, construction of computer laboratories, Staff Resource Centre, Electronic Support Unit in the Balm Library, installation of Internet facility, Learning Management System, Enterprise Solution Software, Library Solution Software to promote ICT-mediated teaching and learning in the face of barriers. The paper adds knowledge to the extant literature in the field, impacts practice and policy along the pathway for ensuring sustainable deployment of LMS in universities in Sub-Saharan Africa.",3]
["Towards a Pedagogical and Sociotechnical Framework for the Strategic Integration of Mobile Learning in Higher Education in Low and Middle Income Countries",2021,"https://doi.org/10.1080/07294360.2020.1773768","Okai-Ugbaje, S.","Higher Education Research and Development","Using mobile devices to facilitate teaching and learning (m-learning) in higher education has continued to gain momentum. To ensure meaningful m-learning, several models and frameworks, including those focused on pedagogies and the learning environment, have been developed. However, the majority of these are derived from the context of high-income countries with advanced educational technologies and may not be suitable in low- and middle-income countries where educational technology systems are not as functional. This paper reports on the four phases of a project, which set out to develop a suitable m-learning framework for low- and middle-income countries. The proposed framework was originally derived from the extant literature, then revised following the outcome of two empirical studies conducted in a Nigerian university using the mixed methods research approach. The revised framework provides a roadmap for the strategic integration of m-learning in higher education, taking into consideration the pedagogical and socioeconomic context of low- and middle-income countries.",3]
["Technology-Engagement Teaching Strategy Using Personal Response Systems on Student’s Approaches to Learning to Increase the Mathematics Pass Rate",2019,"https://doi.org/10.28945/4393","Simelane-Mnisi, S., & Mji, A.","Journal of Information Technology Education: Research",null,3]
["Impact of Quality Antecedents on Satisfaction toward MOOC",2021,"http://dx.doi.org/10.17718/tojde.906843","Albelbisi, N. A., Al-Adwan, A. S., & Habibi, A.","Turkish Online Journal of Distance Education","Literature emphasized the importance of quality antecedents on the successful implementation of MOOCs. However, rare studies are available on how to examine the quality antecedents in the MOOC context. Thus, the objective of this study is to assess the impact of quality antecedents on satisfaction toward MOOC. This study is mainly quantitative, adopted the D&M IS Success Model to examine the relationships between quality antecedents (i.e. system quality, information quality, service quality) and satisfaction toward MOOC. An online survey method was used to collect data from 1000 undergraduate students from five universities in Malaysia; 622 questionnaires were returned for a response rate of 62.2 percent. The questionnaire comprised of two parts. Part1 collected the demographic data, part2 elicited data related to satisfaction and quality antecedents. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. The results partially supported the effect of the quality antecedents on learner satisfaction toward MOOC. There was full support for the relationship between system quality and learner satisfaction toward MOOC. The findings provided by the study have significant practical and theoretical implications about the implementation of MOOC successfully.",3]
["Systematic Review of a Nationwide MOOC Initiative in Malaysian Higher Education System",2020,"http://dx.doi.org/10.34190/EJEL.20.18.4.002","Albelbisi, N. A., & Yusop, F. D.","Electronic Journal of E-Learning","The purpose of this study is to analyze and synthesize the recent research related to nationwide MOOC initiatives in Malaysian higher education that have been published from 2014 to 2018 in order to gain an overview of the growth of MOOC in Malaysia and to identify the issues facing implementation of nationwide MOOC initiatives in the Malaysian higher education context. This study utilized a descriptive systematic literature review (SLR) approach using systematic content analysis techniques to compile and analyze publications related to nationwide MOOC initiatives in the Malaysian higher education system. The 25 MOOC studies reviewed are categorized into three sections: Malaysia MOOC, followed by a summary of researches relevant to Malaysia MOOC and finally, issues of the nationwide MOOC implementation in Malaysia. Several recommendations are provided to expand MOOC's nationwide initiative in Malaysian higher education systems. The significance of the paper is twofold: (a) to inform researchers, designers, and teachers, about the state of the art of nationwide MOOC initiative in Malaysia; (b) to provide suggestions for adapting the nationwide MOOC initiative in Malaysian higher education system and other countries sharing similar interests in institutionalizing their MOOC.",3]
["Self-Study with the Educational Technology “Tell Me More”: What EFL Learners Do",2019,"http://dx.doi.org/10.5944/openpraxis.11.1.881","Gyamf, G., Sukseemuang, P., Tantiwich, K., & Kaewkong, P.","Open Praxis","This study investigated 350 English as a foreign language (EFL) undergraduate students’ use of Tell Me More (TMM), a language learning technology, for self-study in a university in the south of Thailand. Two questions guided the study: 1) What were learners’ self-study practices with the TMM program? 2) How did learners’ self-study practices enhance or undermine the purpose of using the TMM program? Self-report questionnaire with subscales from Students Approaches to Learning and a semi-structured focused group interview were used to investigate the participants’ practices, effort and persistence on the TMM. The findings indicated that the learners multitasked to compensate for the lack of support from instructors and for assessment purposes, sometimes left the program on to count the time. The findings on the time of use suggested that self-study practices do not depend only on learners’ attitude or features of the learning environment but also goals set by instructors. Additionally, the findings showed that learners made moderate effort of use and were inconsistent in their self-study practices. The findings shed new light on what accounts for the effective use of educational technologies and how practices could be improved. This study would guide developers of online learning curriculums and educators on learning goals and assessment types to be incorporated in online self-study programs.",3]
["A MOOC on Universal Design for Learning Designed Based on the UDL Paradigm",2019,"https://doi.org/10.14742/ajet.5532","Nieves, L. H., Moya, E. C., & Soldado, R. M.","Australasian Journal of Educational Technology","This article presents the design and pilot of an open online course, based on the principle of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive virtual education as an improvement transferable to other contexts. The course constitutes the first massive open online course (MOOC) training proposal of the University of Atlántico in Colombia. In this case study, we employed the instructional design methodology of analysis, design, development, implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines. The design of this online training activity enhances the quality of inclusive virtual education, improves accessibility with no need for platform adjustments, and involves participants in their learning. This educational initiative complements the academic offer for students, graduates, administrators, teachers, and external guests, and contributes to the democratisation of education. The result is the creation of a MOOC, “Inclusive Educational Contexts: Design for all”, which is accessible to a diverse range of learners.",3]
["Maintaining Student Engagement: The Digital Shift during the Coronavirus Pandemic a Case of the Library at the University of Pretoria",2021,"https://doi.org/10.1080/13614533.2021.1976234","Matizirofa, L., Soyizwapi, L., Siwela, A., & Khosie, M.","New Review of Academic Librarianship","The South African Higher Education Institution (HEI) sector had to move to ‘emergency’ online learning during the covid-19 pandemic, and they embraced a humanistic approach underpinned by the need to complete the academic year in 2020 and support all students. Because this emergency online learning accelerated the digital shift, evidence of pre-existing disparities and inequalities have been magnified, such as the digital divide, infrastructure, connectivity, access to data, digital literacies, vastly different learning environments, software and hardware tools, and others. The Department of Library Services (DLS) is aligned to the University of Pretoria’s shift to online learning and to reimaging its service offerings and innovation readiness. It deliberately adopted a responsive engagement strategy for students, staff, senior management and service providers. Therefore, the DLS now offers a mix of services and programmes, with more reliance on virtual services to support and sustain the academic agenda. This paper provides real-life case study experiences of student engagement during the covid-19 pandemic, with reference to the relevant student engagement with literature. It also reflects on how the DLS previously applied attributes of service innovation, such as ‘employing’ a client-service robot at an HEI library in Africa, this being in keeping with the UP’s innovation culture.",3]
["Engagement with and Participation in Online Role Play Collaborative Arguments: A Sociocultural Perspective",2020,"http://dx.doi.org/10.34190/JEL.18.5.006","Najjemba, J. L., & Cronjé, J.","Electronic Journal of E-Learning","Digitally mediated role plays indicate potential for collaboration, social exchange of information and knowledge as well as motivation for learning beyond classroom time. These elements are critical for ESL learners’ development of language and argumentative writing practices. The aim of this research project was to investigate how students’ engagement with and participation in online role play collaborative arguments shaped their literacy practices, and influenced their beliefs and thinking regarding particular societal issue. This qualitative research project based on a larger ethnographic case study and tools of action research investigated students’ interactions and experiences before, during and after the online role play. The study involved 20 ESL pre‑service students at one university in Uganda and was conducted in both the real and online spaces. The real space involved face‑to‑face sessions aimed at building students’ confidence in using blogs for online role play. While the online space involved non‑participant observations to gain understanding of the social dynamics of students’ engagement in online role play, and the opportunities for students to engage in literacy practices related to online argumentative compositions. The study findings indicated that engagement in online role play using blog platform provided a rich environment for learners to exercise their creativity, orchestrate multiple ways of meaning‑making and build tactical relations for purposes of collective action. Furthermore, the use of online role play collaborative arguments facilitated a shift from “ascribed” to “achieved” identities where students did not only become aware that they were dealing with issues larger than individual perspectives, associated with school, family, culture and the legal system, but also that there need for them to take part in the civic action.",3]
["Promoting EFL Learner Autonomy in a Teacher-Centered Culture through Video-Sharing and Collaborating in Online Forums",2019,"http://dx.doi.org/10.5294/laclil.2019.12.1.5","Edwards, R., Holguín-Barrera, M. D., Ortiz, A. C., & Pérez, M.","Latin American Journal of Content and Language Integrated Learning","This action research was undertaken at a university language center in Ambato, Ecuador, as a result of concerns over the high level of teacher dependence among learners of English as a Second Language (EFL). The project aimed at assessing the development of autonomous learning behavior and the motivational impact of student collaboration on encouraging a change in student behavior toward autonomy. The participating students were 154 EFL students of lower advanced levels who engaged in a 5-week intervention addressed at encouraging autonomous listening comprehension practice through videos. Participants used the Moodle® platform to share videos with peers of the same level, who were also able to post comments on the content of the videos. Quantitative and qualitative parameters were used to assess the achievement of two objectives: the extent of the development of autonomous behavior; and the extent of the motivational impact of student collaboration on encouraging autonomous behavior. Analysis of participation showed development of student autonomy when measured against three of the four parameters used. Analysis of feedback showed the platform-based collaborative learning strategy had a significant impact on student motivation and engagement during the intervention. Feedback included the recommendation to extend and improve the intervention, while complementing it with a medium to allow greater interaction in real time.",3]
["Triple-Blend of Classroom Instruction, Online Facilitation and External Exposure: Outcomes and Challenges",2022,"https://doi.org/10.1177/09504222211030855","Wong, T. A., & Cheah, W. C.","Industry and Higher Education","This study examines the practice, outcomes and challenges of a “triple-blend” approach which combines the components of classroom instruction, online facilitation and external exposure. Examining this pedagogical approach provides guidance for improving the delivery of teaching and learning. The study takes a multiple case study approach, employing action research methodology. The authors are practicing lecturers and the five cases, drawn from a private institution of higher education in Penang, Malaysia, have an average of 13.8 students, comprise undergraduate and postgraduate classes, and cover business, social science and humanities disciplines. Quantitative and qualitative comparisons are made between student cohorts. Students’ behavior and performance are tracked using an online learning management system. The findings reveal that the deployment of the triple-blend approach on aggregate produces positive outcomes in terms of student engagement and performance. However, there are instances of negative outcomes, suggesting that other factors are at play apart from the choice of pedagogical approach. Discussion of the challenges in deploying this approach shows that the process is far from homogenous. Nonetheless, the overall perspective indicates a positive relationship between the triple-blend approach and positive teaching and learning outcomes. This study provides guidance for teachers on deployment challenges and best practices.",3]
["Evaluating the Impact of Technological Tools on the Academic Performance of English Language Learners at Tertiary Level: A Pilot Investigation",2022,"https://doi.org/10.47750/pegegog.12.01.28","Asif, M., Sheeraz, M., & Sacco, S. J.","Pegem Journal of Education and Instruction","The current investigation aimed to explore how and to what extent technology tools and web-delivered language learning platformsimpact the academic performance of English language learners(ELLs) at the tertiary level. The study used a quantitative experimental research method employing a single-group pre-test and post-test design. A total of N=525 undergraduate computer science students partook in this research. The participants enrolled in their first semester at the Faculty of Information Technology in a private sector university in Lahore, Pakistan, were selected using a simple random sampling technique. The data were gathered in two phases: a pre-test was administered in the first week, and a post-test was conducted in the sixteenth week. The Reading Comprehension and Use of English assessments adapted from ETS TOEIC – a credible instrument in terms of validity and reliability – were used for this purpose. The investigators applied frequency analysis in the form of percentages to get various descriptive statistics. They utilised Spearman’srank-ordered correlation and Kruskal-Wallis H tests to verify the findings of the descriptive statistics, address the research question and respond to the statistical hypotheses. Despite diverse linguistic and technological barriers, the results revealed a positive impact of technology tools on ELLs’ academic performance. The study proposed that taking undergraduates from other disciplines and exploring other variables affecting ELLs’ performance and confidence need further consideration.",3]
["Impact of Organizational Factors on University Learning Management System Use: A Case Study in Mexico",2019,"https://www.proquest.com/docview/2217834010","Bedolla Cordero, J. M. E.",null,"Organizations' leaders invest annually billions of dollars around the world in ICT/IS-related assets, for which long-term benefits depend mainly on user adoption and continued use. Higher education organizations whose employees have low levels of IS usage do not maximize ICT investments. The purpose of this qualitative single case explanatory research study was to explore organizational factors that might encourage or hinder adoption and use of LMS functions at full capacity in a nonprofit tertiary education institution in Mexico. The target population was managers who oversee LMS operations and policies and full-time personnel who use the system. Research data were collected using semi-structured interviews containing open-ended questions. This study might be beneficial for organizational leaders interested in the ICT/IS management field of knowledge because the following contributions: (a) paradoxically, low usage might be a result of sophisticated IT skills of personnel capable of finding and adopting IS application substitutes to cover actual needs, (b) the integration of open tools and online social networks to the current working dynamics and environments, more than workforce deficiencies in IT skills, might also cause IS/ICT underuse, and (c) the collaborative use of IS/ICT tools tends to increase when decided by consensus. Opportunities for future research included changes in senior users' profiles and behaviors, and the exploration of the consequences of applying different styles of leadership (transformational, laissez-faire, authoritarian/hierarchical) to technological substitution and innovation processes in organizations that require constant adaptation to the changes imposed by the global business environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]",3]
["Participatory Parity through Teaching with Telegram",2022,"https://doi.org/10.18820/2519593X/pie.v40.i1.6","Swartz, B. C., Valentine, L. Z., & Jaftha, D. V.","Perspectives in Education","The COVID19 pandemic thrust emergency remote teaching (ERT) into the global spotlight and thereby undeniably changed aspects of the higher education (HE) landscape. For a developing country such as South Africa (SA), the use of the mobile instant messaging (MIM) application (app) called Telegram represents a practicable solution to overcome historical socio-economic challenges faced by certain demographic groups of limited or restricted access to devices and data. Against this backdrop, a Telegram teaching intervention was developed by two lecturers in the Engineering Faculty at a University of Technology (UoT) in SA to deliver curriculum content and engage with students in a low-tech, low-cost/low-data usage manner, and consequently to widen access to education, promote inclusivity and thereby facilitate student access, retention and success. This study explored student perceptions of the MIM app being used as a primary vehicle to deliver succinct instructional materials and facilitate class activities to offset the lack of faceto-face classes in a multimodal and flexible curriculum delivery approach. Following the completion of the Telegram teaching intervention, a mixed method approach was used that included two online surveys measuring different aspects of the same project (n=34 and n=32) and a focus group interview (n=6). Three research lenses suggested by Fraser (2008) were used to evaluate student perceptions of the usefulness and (dis)advantages of Telegram. These lenses were: (1) redistribution (of resources), (2) recognition (related to social status) and (3) representation (who can act/say/ challenge in an academic environment). Ethical clearance was obtained from Cape Peninsula University of Technology’s Ethics committee. Initial results indicate that using the Telegram app for teaching and learning was successful. Significantly, the app allows for the emergence of a socially just online classroom environment and an inclusive and enabling learning experience for the students during a very disruptive and fearful time in the world’s history.",3]
["Factors That Influence Instructors’ Integration of Social Media Platforms into Higher Education Pedagogy in Ghana",2020,"http://dx.doi.org/10.5296/jei.v6i2.17367","Ananga, P.","Journal of Educational Issues","Higher Education (HE) institutions have been exploring new approaches that will enable them to manage with the increasing demand of access to education. One key area is in the usage of new models, new innovations, and new ways of delivering the curriculum, connecting students with their instructors such as the use of Social Media (SM) in teaching. This paper examined the factors that influence instructors’ use of SM in Ghanaian HE pedagogy. The study employed the concurrent triangulation mixed method approach using questionnaire and semi-structured interview guide to obtain data from two hundred and thirty-five (235) instructors who were selected using the multistage sampling technique from the University of Education, Winneba (UEW) and the Ghana Technology University College (GTUC). The key findings point to the fact that instructors’ professional rank, intrinsic drive, functionality of SM platforms, user friendliness, motivation, ease of use of the SM platforms, access to internet connection and ease of communication in using the platforms were the factors that influenced instructors use of SM for teaching. The study concludes by indicating the implications of the findings for policy on the use of SM for delivering instruction in Ghana and recommends the need for HE authorities to come up with motivational packages that would encourage instructors to integrate SM into the pedagogy of HE in Ghana.",3]
["What Makes a Program Good? Evidence from Short-Cycle Higher Education Programs in Latin America and the Caribbean",2021,"https://documents1.worldbank.org/curated/en/462491624980349135/pdf/What-Makes-a-Program-Good-Evidence-from-Short-Cycle-Higher-Education-Programs-in-Latin-America-and-the-Caribbean.pdf","Dinarte Diaz, L., Ferreyra, M. M., Urzua, S., & Bassi, M.","The World Bank","This paper explores the relationship between the practices, inputs, and other characteristics of short-cycle higher education programs (SCPs) and their students’ academic and labor market outcomes. A novel survey was designed and conducted to collect program-level information on quality determinants and program average outcomes for five countries in Latin America and the Caribbean. Quality determinants are grouped into the following categories: curriculum and training, infrastructure faculty, private sector engagement and job search assistance, costs and funding, and other practices related to student admission and institutional governance. In addition, individual-level data on SCP graduates was collected for Ecuador and matched to program survey data. Estimates from pooled survey data for the five countries indicate that specific quality determinants are positively associated with academic and labor market outcomes. Moreover, determinants account for about one-third of the explained variation in academic outcomes and formal employment. In contrast, estimates for Ecuador indicate that labor market outcomes are mostly associated with student and peer characteristics rather than program quality determinants. These findings can inform the design and replication of high-quality SCPs as well as their oversight and regulation.",4]
["Internships enhancing entrepreneurial intent and self-efficacy: Investigating tertiary-level entrepreneurship education programs",2016,"https://doi.org/10.4102/sajesbm.v8i1.45","Botha M, Bignotti A","The Southern African Journal of Entrepreneurship and Small Business Management","Background: Entrepreneurship education interventions are deemed effective when they enhance interns’ entrepreneurial intent (EI) and entrepreneurial self-efficacy (ESE). Notwithstanding the emergence of internship as an experiential learning approach in entrepreneurship education, evidence about their potential to foster EI and ESE lacks systemisation. Aim: The aim of this study was to determine whether internships enhance EI and ESE. Furthermore, to what extent South African tertiary institutions include internships in their entrepreneurship and management curricula and the obstacles to such inclusion. Setting: South Africa has made a concerted effort to insert an entrepreneurship component across tertiary curricula. The evolution of this entrepreneurship component to experiential learning approaches is, however, unclear. Methods: A qualitative research approach was followed. Firstly, it reviewed empirical evidence for the positive relationship between internships and EI and ESE. Secondly, it conducted a survey of entrepreneurship and business management programmes at all 23 South African tertiary institutions and content analysed the retrieved information to determine whether such programmes include internships. Finally, 10 experts were interviewed to unveil the constraints inhibiting the inclusion of internships in tertiary curricula. Results: The results revealed empirical support for the positive influence of internships on both EI and ESE. Significant lack of inclusion of internships in tertiary curricula in South Africa emerged, owing mainly to administrative issues, curriculum re-design challenges, and lack of mentoring capacity. Conclusion: Tertiary-level entrepreneurship education programmes should include an internship component. The paper suggested that tertiary institutions pilot-test the inclusion of internships with a small number of students and a selected cohort of small business owners.",4]
["Factors Influencing Competence Acquisition through Field Attachment among Makerere University Undergraduate Students of Agriculture in Uganda",2018,"https://www.eajournals.org/wp-content/uploads/Factors-Influencing-Competence-Acquisition-through-Field-Attachment-among-Makerere-University-Undergraduate-Students-of-Agriculture-in-Uganda.pdf","Opolot, H. N., Isubikalu, P., Obaa, B. B. and Ebanyat, P.","International Journal of Agricultural Extension and Rural Development Studies","The agricultural sector in Uganda is still underdeveloped partly due to the low competence of agricultural professionals. Universities adopted practical training approaches including field attachment, to train and supply professionals who possess leadership, entrepreneurship, communication, facilitation, negotiation, teamwork and organizational planning competences in addition to their formal knowledge in areas of specialization. However, the extent to which graduates acquire these competences through field attachment remains unclear given continued reports of limited work-related competences among agricultural graduates. This study assessed the learning process, motivations as well as constraints to competence acquisition through field attachment using the experiences of undergraduate students of the School of Agricultural Sciences (SAS), Makerere University – Kampala. Data were collected through document review of 437 students’ field attachment reports and individual interviews with 65 students. Data were analyzed using SPSS 18 and thematic content analysis. The findings showed that trough field attachment, students participated in agricultural field activities and acquired both technical and work related competences. However, most placement organizations had a limited span of value chain activities; the attachment duration was deemed very short; the timing was inappropriate and the quality of supervision was low. These challenges limited skills acquisition to basic crop and animal husbandry and less of the value addition, entrepreneurship and marketing competences. To enhance the quality of field attachment, duration of the programme ought to be reviewed to at least a full semester or a year. Strengthening collaboration with other stakeholders could be helpful to improve programme financing and supervision. It is critical to ensure that the university result into graduates with the right knowledge, attitudes and skills to make meaningful contribution to agricultural development.",4]
["Principles into Practice: Training Service Delivery for Jobs & Productivity. MCC’s Lessons Learned in Technical and Vocational Education and Training",2020,"https://assets.mcc.gov/content/uploads/paper-2020001233801-p-into-p-tvet.pdf","Ricou, Marcel and Ryan Moore","MILLENNIUM CHALLENGE CORPORATION","Between 2008 and 2014, MCC invested over $148 million in its “First Generation” of technical and vocational education and training (TVET) programs, aimed at promoting economic growth and poverty reduction. Independent evaluations from El Salvador, Morocco, and Namibia revealed that MCC achieved many output targets but failed to achieve the intended labor market outcomes. This is in line with the mixed results of TVET interventions in the literature. Weak TVET service provider accountability, especially accountability to firms, is identified as the core constraint to achieving employment and income impacts for individuals and productivity impacts for firms. Drawing on the evaluations of the First Generation programs and additional lessons from the design and implementation of a “Second Generation” of TVET projects, a new results framework is presented, pointing to five key lessons for the design and delivery of improved TVET. TVET interventions should: i) focus on addressing identifiable skills gaps; ii) ensure programs measurably contribute to labor market outcomes and firm productivity; iii) strengthen provider accountability to clients, especially employers; iv) strengthen the ability of policymakers to hold providers accountable; and v) should contribute to addressing pre-existing inequalities in the labor force. An emerging toolkit describes how MCC plans to operationalize these lessons for future projects.",4]
["Transforming Employability for Social Change in East Africa: An Evaluation",2021,"https://www.inasp.info/publications/transforming-employability-social-change-east-africa-evaluation","Dooley, Gary, Albert Luswata, Aloysius Malagala, Mursali Milanzi, Edwin Ngowi, Femi Nzegwu, Arnold Printer Otieno, and Damary Sikalieh","inasp","Transforming Employability for Social Change in East Africa (TESCEA) is a Foreign, Commonwealth and Development Office (FCDO)-funded initiative, part of FCDO’s Strategic Partnerships for Higher Education Innovation and Reform (SPHEIR) programme. With partners in Tanzania, Uganda and Kenya, TESCEA is designed to support universities to create a learner-centred experience for students. This improved learning experience has at its core critical thinking, problem-solving and gender-responsiveness pedagogy; and allows for practical learning beyond the classroom to improve a graduate’s employability. See the project page here. Between March 2020 and January 2021, an evaluation of TESCEA was conducted. The overall purpose of this evaluation was to assess the state and quality of the outcomes that TESCEA was designed to achieve and the value of the approach. This was explored by reviewing evidence and providing learning about its effectiveness, sustainability, equity, value for money, learning and adaptation. The evaluation was fully participatory, utilisation-focused, co-designed and co-implemented with the primary users (Mzumbe, UDOM, Gulu, UMU, AFELT, Ashoka East Africa, INASP). A core evaluation team comprised of these key stakeholders was engaged from the start in a collaborative process and oversaw the design and implementation of the evaluation. An external evaluation/data analyst oversaw the analysis of the data and the interpretation of the findings. The evaluation used a multi-method approach, drawing on a variety of sources for its data, including: Document review Qualitative feedback from teachers, students, senior management and Joint Advisory Group (JAG) members Baseline and follow-up surveys of teachers and students The evaluation findings suggest that overall TESCEA has been successful in achieving its outcomes and outputs and has delivered its activities economically and efficiently and has thereby contributed to transforming the way universities teach and learn through a focus on critical thinking, problem-solving and gender-responsive pedagogy.",4]
["The fast track to new skills: short-cycle higher education programs in Latin America and the Caribbean.",2021,"http://hdl.handle.net/10986/35598","Ferreyra, M. M., Díaz, L. D., Urzúa, S., & Bassi, M.","The World Bank","Higher education in Latin America and the Caribbean (LAC) has expanded dramatically in the new millennium, yet enrollment in short-cycle programs (SCPs) is still relatively low. Shorter and more practical than bachelor’s programs, SCPs can form skilled human capital fast. The economic crisis created by the COVID-19 pandemic has accentuated underlying trends, such as automation, the use of electronic platforms, and the need for lifelong learning. Addressing these demands requires the urgent upskilling and reskilling of the population—a task for which SCPs are uniquely suited. The Fast Track to New Skills: Short-Cycle Higher Education Programs in Latin America and the Caribbean explores the labor market outcomes and returns of SCPs, examines their providers, and identifies the practices adopted by the best programs. Relying on unique data that includes a novel survey of SCP directors in five LAC countries, it finds that while SCPs generate, on average, good labor market outcomes, they vary greatly in quality. SCP providers respond quickly and flexibly to local economy needs; and specific practices related to faculty, job search assistance, and interaction with prospective employers are distinctive of the best programs. Drawing on these findings, The Fast Track to New Skills discusses how to create an environment where good programs are offered and students have the interest and means to attend them. It draws attention to a higher education sector that has been typically overlooked, both in research and policy. The Fast Track to New Skills will be of interest to policy makers, researchers, and the public at large.",4]
["Influence of EAPI Skills Training Course on the Knowledge, Attitude, and Practice of Undergraduate University Students: A Case of the EAPI Program, Uganda",2021,"https://doi.org/10.5296/ijld.v11i2.18807","Julia Kigozi, Emmanuel Baidhe, Ivan Mukisa, Charles Muyanja, Leatitiah Namubiru, Brenda Katarikawe","International Journal of Learning and Development","Upon employment, fresh graduates have been widely criticized for their underperformance due to their lack of relevant practical skills. Furthermore, students need training that allows them to blend knowledge with the practice in the workspace. This study assessed the influence of an ‘Empowerment of the Agro-processing Industry (EAPI)' skills training for the agro-processing industry, on the knowledge, attitude, and practice among students in the School of Food Technology Nutrition and Bio-Engineering (SFTNB), Makerere University. Students were trained in 8 modules including; food process and value-chain management, food product optimization, national and international standards of food products, application of good management practices (GMP) and hygienic food processing, quality control in food production processes, waste management, infrastructure development to meet quality & production capacity in food production facilities and food product marketing & preparation for export markets. A semi-structured questionnaire with a descriptive, scale and thematic analysis was used to evaluate the impact of the training. The reliability of the responses of the questionnaires was tested using Cronbach’s alpha and they showed high reliability; yielding values that ranged between 0.88 and 0.97. Results showed a statistically significant difference (p < 0.05) in knowledge, attitude and practice for product optimization, adequate processing facility, standardization, certification, and export marketing. Cronbach’s alpha values ranged between 0.88 and 0.97 for all stated variables indicating that the scales were sound and reliable. Therefore, the inclusion of similar study material into the current curriculum would help improve and enrich the curriculum thereby producing well-prepared students for the food processing industry in Uganda.",4]
["Deliverology in Ethiopian Higher Education as a Quality Management Tool: Critical Review and the Insider’s Reflection.",2019,"https://doi.org/10.7575/aiac.ijels.v.7n.4p.83","Olkaba, T & Tamene.","International Journal of Education and Literacy Studies","The concept of deliverology as a systematic process for driving progress and delivering results in government and the public sector, was endorsed in Ethiopia in 2017 for the purpose of quality management in Ethiopian public universities. The impetus of this reflective review article is to examine the essence of deliverology as a quality management tool in Ethiopian higher learning institutions as a response to graduate unemployment. In Ethiopia, different reform strategies were endorsed in higher learning institutions such as: program diversification, modularization governance reform strategies and currently deliverology as a quality management tool. This paper critically reviewed the Ethiopian higher learning institutions experiences and the essence of deliverology from its inceptions to the current implementation in Ethiopian public universities. The findings portray that deliverology as strategy for quality management is not conceived in Ethiopian higher education community at large and reality on the ground is different from the literature developed on the science of deliverology.",4]
["Soft Skills Development to Advance Student-Centered Higher Education",2022,"https://www.edu-links.org/sites/default/files/media/file/Soft%20Skills%20Development%20to%20Advance%20Student-Centered%20Higher%20Education.pdf","Kaler-Jones, Cierra for USAID DEVELOP","USAID","The goal of this paper is to examine how soft skills development for higher education has been discussed in academic literature, USAID evidence, and programmatic examples, with particular attention to student well-being. Recognizing that overall student well-being is important to retention, sense of belonging, and development of soft skills, it is an important area of further exploration and requires continued investment and evidence. In addition to an examination of existing evidence and programmatic examples, the paper provides recommendations for faculty and pedagogy development, institutional shifts needed to advance student-centered higher education, and further research. This paper supports USAID’s Higher Education Learning Agenda, which identifies key learning questions to advance the higher education evidence base.",4]
["PANDEMIC-ERA RESPONSES IN HIGHER EDUCATION AND YOUTH WORKFORCE DEVELOPMENT",2021,"https://www.edu-links.org/sites/default/files/media/file/COVID-HE-YWFD-Briefer-13Jul2021-508.pdf","USAID","USAID","This evidence brief summarizes literature related to the impact of the COVID-19 crisis on youth education and employment, with programming considerations for USAID’s higher education and youth workforce development (HE/YWFD) subsectors. This brief also provides recommendations on how USAID can pivot its current activities or design new HE/YWFD activities to address immediate COVID-19 response priorities, and provides longer-term recommendations for preparing for and mitigating the impact of other future shocks and stressors on youth education and employment. Each recommendation contains an illustrative list of interventions that is not intended to be prescriptive, but rather to generate ideas that help USAID Mission staff identify the responses that may be most relevant for their context. Examples of similar interventions and additional resources are also provided.",4]
["Constructive Alignment for Deep Learning in Undergraduate Civil Engineering Education",2021,"https://doi.org/10.1080/18117295.2021.1924493","Das, D. K.","African Journal of Research in Mathematics","Attainment of competency is crucial for civil engineering students to solve socio-economic and environmental challenges and contribute to the development of a sustainable society by using engineering principles. Consequently, competency has become the measure of engineering graduates for which deep learning is essential. Constructive alignment has been argued to be vital for deep learning. The objective of the study was therefore to examine how constructive alignment could enforce deep learning among civil engineering students. The study was contextualised within an undergraduate civil engineering programme in a university of technology in South Africa. Mixed-methods research comprising student perceptions, focus group discussions and a case study was used for the study. Findings suggested that when the three components, namely, the intended learning outcomes, teaching and learning activities, and assessment tasks, are appropriately aligned, students learn deeply compared with the conventional form of learning. Furthermore, clear criteria to measure student performance, as well as structured written and oral feedback together are vital for deep learning.",4]
["Flexible Learning Pathways in South African Higher Education",2021,"https://www.iiep.unesco.org/en/publication/flexible-learning-pathways-south-african-higher-education","UNESCO","IIEP Publications","Social demand for higher education has more than doubled in the past 20 years. However, only one-third of all countries’ higher education systems are enrolling more than 50% of the traditional age cohort. Despite major advancements in achieving higher levels of access and participation, inequalities and inequities in higher education persist, and have been exacerbated by the COVID-19 pandemic. Against this background, the IIEP launched the ‘SDG 4 Planning for Flexible Learning Pathways in Higher Education’ project in 2018, to support efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems. The project has identified policies and practices that support flexible learning pathways (FLPs) in higher education for a variety of students. The UNESCO definition of FLPs encompasses ‘entry points and re-entry points at all ages and all educational levels, strengthened links between formal and nonformal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through nonformal and informal education. Research undertaken by IIEP in this area includes a stocktaking exercise of good practices, an international survey, and in-depth case studies of eight countries working to increase flexibility in higher education provision: Chile, Finland, India, Jamaica, Malaysia, Morocco, South Africa, and the United Kingdom.",4]
["Internationalization and English as a Medium of Instruction in Mongolian Higher Education",2019,"http://dx.doi.org/10.17323/1814-9545-2019-1-215-243","Gundsambuu, S.","IAFOR Journal of Education","In the growing global trend of internationalization, Mongolian universities plan to increase courses and programs in English in order to improve their competitiveness and ultimately to become internationally visible, at least in Asia. This study discusses the current process of internationalization at Mongolian universities and explores the rationales of implementing English as a Medium of Instruction (EMI) at Mongolian universities. The analysis focuses on how the top-down national-level policies to internationalize the higher education sector influence both national and private universities, and what drives universities to adopt EMI policies. This paper intends to answer these questions through document analysis and an online survey at two private universities in Mongolia. Forty faculty members participated in the survey. All data went through the qualitative document analysis, “describing, classifying and connecting” (Coffey & Atkinson, 1996) to portray a comprehensive picture of the internationalization of higher education and the concept of EMI in Mongolia. The findings revealed that the Mongolian government is the key player in internationalization at the national level by making policies, taking initiatives, and encouraging national universities. However, the process of internationalization is much slower at private universities. The two private universities in Mongolia implement EMI for the following four reasons, 1) increasing the employability of domestic graduates, 2) promotion of international collaboration, 3) generating more income, and 4) increasing domestic and international profile. The faculty members of the two leading private universities understood that the introduction of EMI at their universities aimed to equip their graduates with English language skills to operate globally and to improve their universities’ international profile.",4]
["Online Work Readiness Programme: Ready, Set, Go! Journal of Student Affairs in Africa, 9(1), 119–133",2021,"https://doi.org/10.24085/jsaa.v9i1.1432","Janeke, B.","Journal of Student Affairs in Africa","There has always been pressure on higher education institutions to enhance the employability of graduates and to instil knowledge, skills, and attributes that will be beneficial to future employers. The impact of Covid‑19 on a global, national, and local level is placing even more pressure on the topic of employability. Graduates are uncertain about job availability and there is a need for career guidance. After a national and local shutdown of university campuses in 2015 and 2016 due to #FeesMustFall, Career Services staff at the University of the Free State designed and created online work readiness programmes in order for students to continue with work preparations, no matter what the circumstances. In 2018, the first topics on CV‑writing and job interview skills were rolled out online and made available to all registered students; each semester, two additional topics were added. By the time Covid‑19 led to a national lockdown in South Africa in March 2020, the transition to online work readiness programmes was fairly easy. The purpose of this study is to determine the impact of the online work readiness programmes offered on the Blackboard platform from April to June 2020 during the Covid‑19 pandemic and national lockdown. This article will provide an analysis of a questionnaire conducted with willing participants who have engaged and worked through the online work readiness programmes from April to June 2020, to investigate the impact on graduates’ readiness for the world of work. Through the survey, students shared their learning experiences and the influence it has had on their career planning. It is believed that the findings of this research study will create a deeper understanding of how career services, as a particular functional area in student affairs, can reposition itself during uncertain times to remain responsive to the needs of students.",4]
["Partnership with Stakeholders as Innovative Model of Work-Integrated Learning for Unemployed Youths",2022,"https://doi.org/10.1108/HESWBL-03-2021-0065","Mayombe, C.","Higher Education","Purpose The unemployment rate among disadvantaged youths (aged 15–34 years) in large parts of Africa, Asia and Latin America has become a global concern. The concern in this article is that most WIL programmes could not facilitate a smooth WIL-to-work transition. The purpose of the article is to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of the disadvantaged youths. Design/methodology/approach A qualitative approach was suitable for examining the features of an innovative WIL model. Semi-structured interviews were used to collect data from seven managers of different firms and institutions, and ten trainees to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of disadvantaged youths. Findings The main findings reveal that local businesses and enterprises played important roles in participating in the design of the WIL curriculum, providing adequate mentorship for work experience and micro-placement to the trainees. Based on the findings, the author concludes that the partnership with stakeholders as an innovative WIL model contributed to the employability of disadvantaged youths through the acquisition of work experience and work-readiness. Practical implications The implication of the findings is that the commitment of partner stakeholders ensures that WIL graduates continue to be employed. The commitment of partner stakeholders evident in this study is likely to continue creating better employment prospects for WIL graduates. Originality/value Though stakeholder partnerships are common in WIL programmes and TVET, the innovativeness of this model lies in the features of WIL programmes, the roles and commitment of stakeholders including the outcomes of the partnerships.",4]
["Relevance of Selected Social Science Degree Programs on Skills Development and Graduate Employability in Zambia",2021,"http://dx.doi.org/10.21153/jtlge2021vol12no2art1046","Mwelwa, K., Lebeloane, L. D. M., & Mawela, A. S.","Journal of Teaching and Learning for Graduate Employability","A pragmatic approach was used to explore the extent to which four selected social science degree programs were relevant for the skill needs of the job market in Zambia. Both qualitative and quantitative data were collected from 162 participants using interviews and questionnaires. The SPSS version 24 and Atlas. Ti Version 8 were used to analyse and interpret data within the framework of the Capability Approach. The findings reveal that the relevance of each of the four social science degree programs depend on how key stakeholders in higher education and the labour market perceive them and that graduate employability was affected by factors such as the need and importance of social sciences to the labour market; employer and student perceptions of employability skills in the degree programs; demand for the programs; graduate work readiness, and the availability of graduate job prospects. It could be concluded that although all four social science degree programs were important, their relevance to the needs of Zambia's labour market varied from program to program.",4]
["Effectiveness of Internships as Pedagogical Practices in Promoting Employability Skills amongst Graduating Students in Selected Social Science Degree Programmes in Zambia",2021,"https://doi.org/10.12973/ijem.7.4.649","Mwelwa, K., & Mawela, A. S.","International Journal of Educational Methodology","To explore their role in enhancing graduate employability, the study investigated the effectiveness of student internships as pedagogical practices in promoting employability skills amongst graduating students in four Social Science Degree programmes of selected universities in Zambia. Qualitative and quantitative data were collected from 162 participants through the questionnaires and interview guides using a mixed-methods approach. The participants included different actors in the labour industry as critical informants; graduating students taking Social Science Degree Programmes; Lecturers, and Employers. The quantitative and qualitative data were analysed using the SPSS version 24 and Atlas. Ti. Version 8, respectively. This study employed the Human Capability Approach and Human Capital theories. Findings indicated that although internship practices were considered an essential component in the social science degree programmes for skills development, their effectiveness in promoting employability skills amongst graduating students varied from one programme to the other. The findings have implications on how universities and the labour industry could work together to design and implement internship experiences for students in social science degree programmes that are more effective in promoting the acquisition of employability skills in Zambia.",4]
["Young People’s Participation Experiences of Technical and Vocational Education and Training Interventions in Low- and Middle-Income Countries: A Systematic Review of Qualitative Evidence",2022,"https://doi.org/10.1186/s40461-022-00136-4","Shi, Y., & Bangpan, M.","Empirical Research in Vocational Education and Training","Technical and vocational education and training (TVET) has attracted wide attention with its potential to alleviate poverty and improve youth employment in low- and middle-income countries (LMICs). However, no agreement has been reached on its impact on participants’ wellbeing and livelihoods. Most previous reviews were restricted to economic and employment-related outcomes through statistical meta-analyses and failed to examine participants’ comprehensive experiences. This systematic review investigated young people’s learning process and consequences of TVET participation in LMICs by reviewing qualitative evidence across 31 published and unpublished studies from 2000 to 2019. Adopting a framework thematic synthesis approach, this study revealed that TVET participation had a multi-dimensional impact on young people’s cultural capital (skills and knowledge, credentials and socio-emotional competencies), social capital (bonding, bridging and linking social relationships), aspirations, and health, beyond economic consequences. Participants’ mixed experiences were collectively shaped by multiple factors, including intervention features, intervention quality (curriculum and content, instructor and instruction, administration and management), learning environment (physical environment, instructor-learner relationship and peer relationship), individual characteristics, and social norms. Findings also indicated that disadvantaged youth particularly benefitted from TVET participation, which highlighted the potential of TVET to improve education access and equity. A framework was distilled from evidence synthesis to inform future research and practice that aim to design, implement and evaluate TVET in a way to enhance young people’s overall wellbeing in the developing context.",4]
["What We Assess Is What We Produce: Moving towards the Development of Skills in South African FET Colleges",2021,"https://doi.org/10.1080/10668926.2020.1758241","Teane, F. M.","Community College Journal of Research and Practice","The focus of this study was to investigate the coherence between the needs of industry and the curriculum offered at Technical and Vocational Education and Training (TVET) colleges. The context of this study was TVET colleges, which is a relatively recent sector in the Department of Higher Education and Training (DHET), in South Africa. There is an unacceptably high rate of unemployment in South Africa and in particular, there is a shortage of technical skills, which the TVET sector is expected to address. Concerns have been expressed about the effectiveness of these colleges in producing graduates with employability skills. This study investigated whether the assessment strategies employed in the Electrical Engineering curriculum are appropriate in preparing the students for practice. A qualitative research design was used where a sample consisting of seven Further Education and Training (FET) College graduates and three instructors (lecturers) were selected using a snowball sampling technique. Findings of this research are that the current assessment strategy used in FET colleges (written testing) does not lead to the development of employability skills in FET graduates. The proposed TVET programs are those that promote a dual assessment throughout the course that yields the technical knowledge and employability outcomes that will meet the needs of industries.",4]
["Work Integrated Learning at Tertiary Level to Enhance Graduate Employability in Bangladesh",2020,"https://doi.org/10.5430/ijhe.v9n4p61","Chowdhury, F.","International Journal of Higher Education","In the last few years, higher education institutions (HEIs) in Bangladesh have been under severe pressure to transform the way they operate. The present Government of Bangladesh requires all universities to improve their quality of education and has implemented various projects such as Higher Education Quality Enhancement Project (HEQEP) in collaboration with the World Bank. As Bangladesh has set a target to transition out of the status of Least Developed Country (LDC) to Developing country by 2024, graduate employability and education quality are pivotal interests for the Government of Bangladesh. This paper investigates the concept of work integrated learning (WIL) and generic skills vital to enhance the employability of the current graduates in Bangladesh. We explore different types of WIL that can be applied at higher academic institutions in Bangladesh and what are the various benefits of this type of learning to the key stakeholders, namely; students, universities and employers. Finally, we conclude by pointing out the prerequisites that need to be considered in order to successfully implement WIL in Bangladesh. This is a descriptive study and we have collected data from different secondary sources such as documents available from government agencies, research organizations, archives and library. Moreover, we have also used interviews from sources such as newspapers and magazines documenting views of well-respected academicians and personalities in Bangladesh. Our findings indicate that in order to successfully integrate WIL, there are some prerequisites such as modifying the current curriculum, designing and offering work oriented courses, building strong connections with potential employers and creating awareness about WIL among faculty members and students.",4]
["Freedom to Learn—Independent Campus Policy: Do We Really Find Our Freedom? Journal of Education and Learning (EduLearn), 16(2), 189–198",2022,"https://doi.org/10.11591/edulearn.v16i2.20477","Christanti, R., & Sukoco, A. A.","Journal of Education and Learning (EduLearn)","What the job market demanded in the last few decades is overwhelming. Universities are working hard to meet the quality required by the job markets and it took a lot of effort, physically and mentally. Recently, the Minister of Education and Culture Republic of Indonesia releases a policy that opens up the door to unlimited resources of learning. Students will be facilitated to choose their learning sources from outside the classroom, with real professionals. It is hoped that the quality of education in Indonesia will be enhanced and universities can produce graduates who have competencies that are relevant to the needs of industry, business, and the world of work. This research mainly reviews the Freedom to Learn–Independent Campus (FLIC) policy as an opportunity to conduct independent learning. Independent to choose the more contextual source of learning. Our study context is the implementation of the FLIC program specifically at the School of Business. The researchers conducted interviews with stakeholders related to the implementation of this policy (students, faculty members, coeducators). As a result, FLIC is perceived to have a positive impact on improving student abilities. However, there are still some obstacles that can be used as a basis for policy improvement.",4]
["Students’ Perception on the Effectiveness of Industrial Internship Programme",2019,"http://dx.doi.org/10.1108/00400911211210288","Karunaratne, K., & Perera, N.","Education Quarterly Reviews","Educationalists and policy makers in the higher educational institutes have recently paid a closer attention to the concept of holistic education systems that focus at making a competent and versatile graduate. Incorporating an industrial internship programme in the degree curricular has been a vital requirement towards ensuring a holistic education system. Most of the educational scientists have emphasized the importance of letting the undergraduates to gain industrial exposure as a strategy to securing employability soon after their graduation. The objective of this paper is to explore the effectiveness of the industrial internship programme offered by Department of Textile of the University of Moratuwa (UoM) in collaboration with one of the leading apparel manufacturers in Sri Lanka. This paper also aims to identify existing weaknesses in the industrial training programme offered by the Department of Textile and to provide suggestions for improving the effectiveness of internship programme. Methodology: This study adopts the case study approach and as such study covers the students of the Department of Textiles who are undergoing training at the selected industrial training provider. Sample size used for the study represents 24 respondents out of the 67 undergraduates who completed industrial internship programme during the last three years and it represents approximately 35% of the population. Data were gathered by way of distributing a structured questionnaire followed by a semi structured interview for the selected sample. Findings and Conclusions: As per the findings of the study the students’ positive learning experiences are the chance to build up a relationship with the industry, acquire industry work culture, develop self-confidence, execute problem solving activities, develop social interaction skill, and aspire future education and career. However, the students negatively ranked the internship programme in providing opportunities for creativity build up activities, working in teams, develop managerial skills, enhance research and project skills and desire to go on learning. Students’ feedback was positive for providing a real job experience, transport, meal and good allowance. However, they have shown negative feedback on the overall structure of the internship programme since it fails to provide them an overall training covering the whole departments of the organization. Students suggest that the duration of the internship programme should be twelve months instead of six months. Study further suggests that there should be a closure dialogue between the university and the internship provider in order to address the issues face by both the interns and the training provider. Keywords: Employability, Holistic Education, Industrial Internship, Industrial Training",4]
["Organizing Experiential Learning Activities for Development of Core Competences of Technical Students in Vietnam",2019,"http://dx.doi.org/10.13189/ujer.2019.070129","Kim, O. D. T.","Universal Journal of Educational Research","The transition towards a sustainable economy has given a new term “green competences”. Green competences build upon the foundation of core competences including literacy, numeracy, communication, teamwork and problem-solving-which along with awareness of environmental issues and entrepreneurship, facilitate lifelong learning and adaptability to environmental change (Marsden, Medhurst & Irving, 2014) [1]. Organizing experiential learning activities is not new to the learning environment in higher education institutions in the world. However, it would be a new approach to some cultures like Vietnam， where most of students are not familiar with studying in proactive and experiential ways. Experiential learning activities provide students with opportunities to self-construct their competences from experience. This article describes a brief theoretical approach to core competence and experiential learning activities (Project-Based Learning, Learning Games) for developing core competencies (problem-solving, teamwork) of technical students at Ho Chi Minh City University of Technology and Education (HCMUTE) in Vietnam. In addition, qualitative (observation and interview) and quantitative methods were used to describe a progression of improving core competences of technical students. Finally, minor suggestions for lecturers to develop core competences of technical students through organizing experiential learning activities by carefully considering a consistency of learning outcomes, teaching-learning activities and assessment according to the “Conceive Design Implement Operation” (CDIO) approach to engineering education at HCMUTE were given.",4]
["Experiential Learning Model: Improving Entrepreneurial Values through Internship Program at Start-Ups",2022,"https://doi.org/10.1108/HESWBL-01-2021-0014","Lantu, D. C., Suharto, Y., Fachira, I., Permatasari, A., & Anggadwita, G.","Higher Education","Purpose The development of teaching methods in the field of entrepreneurship education is a challenge for academics to achieve “real active learning.” This paper aims to investigate the effectiveness of learning experience through internship program at start-ups. This paper examines the benefits and challenges from stakeholders' experiences and perspectives (business students, start-ups and universities). The authors focus on the entrepreneurial values obtained by exploring start-up processes, culture and work environments. Design/methodology/approach This study uses qualitative research with a case study approach by applying experiential learning. The objects of this research are students of the School of Business and Management and start-ups in Indonesia. This study divides the pilot program of internship at start-ups into three stages, designing process, execution and evaluation. The analysis technique uses an interpretive approach from interviews and observations of internships based on experiential learning. Findings The results showed that the internship program at start-ups in this study has benefits for all major stakeholders, especially students. The results of student learning experiences show that start-ups' characteristics such as a creative work environment, egalitarian work culture and dynamic workflow flexibility can increase their professional and moral values. Research limitations/implications This study has several limitations, including the internship program designed in this study, which is still raw and has several shortcomings. Time series in testing experiential learning is another limitation. For further study, it is necessary to conduct longitudinal research to measure the effectiveness of the start-ups' internship program. Originality/value This study provides new insights on experiential learning in developing an internship program at a start-up as an effort to increase entrepreneurial value for business students. This study highlights the possibility that an internship program at a start-up will have an impact on students' entrepreneurial values and competencies.",4]
["Career Training with Mentoring Programs in Higher Education: Facilitating Career Development and Employability of Graduates",2020,"https://doi.org/10.1108/ET-04-2019-0071","Okolie, U. C., Nwajiuba, C. A., Binuomote, M. O., Ehiobuche, C., Igu, N. C. N., & Ajoke, O. S.","Education & Training","Purpose This study explores how career training with mentoring (CTM) programs work in Nigerian higher education (HE) institutions to foster students' career development and employability of graduates. It also explores how Nigerian HE curriculum can be adequately used to facilitate CTM as well as possible constraints to effective implementation of CTM programs in Nigerian HE institutions. Design/methodology/approach The study draws on interviews with well-qualified and experienced experts from six Nigerian public universities (each from the 6 geo-political zones of Nigeria), and 20 industries also within the same 6 geo-political zones of Nigeria that were selected for this study using a purposeful sampling technique. The study interviewed 33 experts comprising 21 senior academics at Nigerian universities and 12 industry executives to reveal substantial information about CTM programs in Nigerian HE institutions. Findings Drawing on the three key themes that emerged during the thematic analysis and linked to social cognitive career theory, it is clear that participants are convinced that CTM can enhance clarity about students' career ambitions, career interests, personal development plans and employability. Findings show that there are some career-related programs or activities that Nigerian HE students are presented with, but the programs have not been effective as to offer graduates quality career guidance and employability skills that employers demand. Acknowledging these, participants recommend establishing CTM centres in all Nigerian HE institutions to provide students with the opportunity to receive quality career advice, coaching and mentoring services while schooling. Practical implications The findings of this study shed light on varying resources required to cope with the demands of labour market in terms of supply of competent workforce that can contribute to Nigeria's economic growth and development. The findings are highly relevant for Nigeria and other developing countries' policy and research initiatives that aim to promote social inclusion and equity and improve better working conditions for all. The findings also have implications for career development and employability of HE graduates in developing world context. Originality/value Understanding the role that CTM programs can play in facilitating career development and graduate employability can arguably be of importance within the developing world context. This study, therefore, provides significant suggestions on how to build sustained HEIs and labour market partnership to foster career development and employability of HE graduates through establishing CTM centres in every Nigerian HE institutions.",4]
["E-Career Canvas for Individuals’ Initiative and MBA Graduate Employability: An Exploratory Study",2022,"https://doi.org/10.1108/QAE-06-2021-0098","Pattnaik, P. N., & Shukla, M. K.","Quality Assurance in Education: An International Perspective","Purpose The purpose of this paper is to propose a model developed through a thorough qualitative analysis of pertinent stakeholder perceptions that can be used to map Master of Business Administration (MBA) students’ aspirations, goals, strengths and weaknesses to create optimal interventions and enable better employability. Design/methodology/approach This study used an exploratory research design. The authors conducted interviews with 60 stakeholders to identify themes that form constituents of the E-Career Canvas for Individuals (E-CCI) model. To assess the impact of the proposed initiative, 30 random participants were chosen for interviews from among alumni, present students, faculty, recruiters and the university administration across five years. Findings The proposed model captures the short-term and long-term goals of students concerning their career aspirations. This study has qualitatively explored the impacts of the E-CCI initiative on graduating students’ outcomes. The impacts are positive. The findings also suggest that recruiters do experience an incremental difference among graduates who have participated in the E-CCI program at an educational institute in India. Practical implications Business schools may adopt this model to create profiles of their MBA students. Students, as well as institutional administration, may work on mitigating the shortcomings and weaknesses identified through E-CCI initiatives and target the roles matching the profiles of students during placements. Originality/value This paper presents a novel model of E-CCI to capture the aspirations of MBA graduates and direct them to fulfil their goals. This study takes into consideration the viewpoints of key stakeholders involved to map the effectiveness of the model.",4]
["Enhancing Employability Opportunities for Pharmacy Students; A Case Study of Processes to Implement Competency-Based Education in Pharmacy in Kenya",2021,"https://doi.org/10.1111/hequ.12319","Ruparelia, J., McMullen, J., Anderson, C., Munene, D., & Arakawa, N.","Higher Education Quarterly","This paper challenges the western concept of graduate employability as a measure of student success through a case study of a collaboration between pharmacy colleagues in universities in Nairobi, Kenya and Nottingham, UK. As Pharmacy programmes globally adapt their courses to a competency-based education (CBE) approach, we outline the implications of this for graduate success in Kenya. The Ministry of Education in Kenya recently announced a move to CBE across all educational sectors. This has led to a reconfiguring of how pharmacy is not only taught, but also assessed, and what success means for pharmacy graduates in Kenya. The collaboration has highlighted the need for key stakeholders to work together and influence policy change, and redefine employability in terms of behaviours that meet country-wide needs. We outline some of the processes and collaborations we formed to redevelop pharmacy programmes in Kenya, and suggest recommendations for continuing partnerships and sustainability.",4]
["Producing Work-Ready Commercial Art Graduates: Stakeholders’ Perceptions",2022,"https://doi.org/10.1108/HESWBL-08-2020-0192","Sarpong-Nyantakyi, J., Osei-Poku, P., & Eshun, E. F.","Higher Education, Skills and Work-Based Learning","Purpose Graduate unemployment is widely reported not only in Ghana but also across the globe. The purpose of this study is to examine the relevance of the HND Commercial Art Programme, Graphic Design (CAPGD) option, to the graphic art industry and to determine the work readiness of graduates of HND CAPGD at the world of work. Design/methodology/approach A qualitative, evaluative case study research design was adopted to examine the perspectives of stakeholders of CAPGD. It was a multiple case study, which involved faculty members, graduates and industry-based supervisors. The study was conducted using in-depth semi-structured interviews and focus group discussions to obtain in-depth interpretations and conclusions that reflected the perceptions of the stakeholders. Findings The qualitative results indicate that the existing curriculum, based on the old polytechnic educational system, does not provide adequate practical approach to teaching and learning processes. Hence the majority of graduates lack competencies to meet industry's expectations. Research limitations/implications The key limitation is lack of database on the HND Graphic Design graduates at Takoradi Technical University. This affected the data collection process as the HND Graphic Design graduate participants were not easily accessible, and, as such, much effort and risk were required to contact them. Considering the implication for education policy, the findings propose stakeholders' collaboration to ensure cross fertilization of ideas (Nwajiuba et al., 2020). Hence, a compilation of database could engender further study in this area and thus form the bases of a mixed method approach resulting in in-depth analysis for fresh insights into the study. Originality/value The findings provide unique insights into work readiness of Commercial Art graduates, specifically in Ghana, as it seeks to bridge a gap in literature.",4]
["“You Are Not as Localised as I Need”: Employability of Chinese Returning Graduates",2021,"https://doi.org/10.1108/HESWBL-09-2020-0221","Tran, L. T., Blackmore, J., & Rahimi, M.","Higher Education, Skills and Work-Based Learning","Purpose International student employability has been accorded increased emphasis in the internationalisation agendas, especially in major destination countries as it shapes universities' attractiveness to prospective international students. Having insights into returning graduates' employability in their home country has become critical given that a majority of international graduates return home after their overseas study. This study responds to this critical need by examining how foreign credentials are valued by employers in the field of accounting in China, based on in-depth interviews with employers, alumni and policymakers. Design/methodology/approach This study draws on a qualitative approach involving literature review and in-depth interviews with 28 key stakeholders: employers, returning graduates and policymakers in China and India. The key research question of the study is how foreign credentials are valued by employers in the field of accounting in China and India. This article focuses on the Chinese context. In-depth interviews with employers and policymakers focused on eliciting nuanced socio-cultural understandings as to perceptions and decisions associated with desirable graduate attributes and the relative value of credentials. Interviews with returning graduates aimed to understand how different capitals were mobilised to gain employment in the Chinese labour market. Findings The empirical findings of the study show that Chinese returning graduates could be seen to lack the localised knowledge needed to work in Chinese companies and ability to adapt to the local environment. However the possible development of a dual local and international guanxi through overseas study can be regarded as a marker of distinction in the home labour market. The associated value of such a dual guanxi signals the importance for Chinese international students to develop transnational networks while simultaneously maintaining their kinship, social and business networks locally during their overseas education. Originality/value The study provides fresh insights into a marked shift in China, with less of a preference for Western credentials, as compared to 10 years ago when overseas credentials were often regarded more favourably. Even though overseas study generally provides Chinese graduates with an exposure to international practices and global perspectives, whether such an overseas exposure and foreign language competency would be an advantage also depends on the business needs and sometimes the business model of organisations.",4]
["Metacognitive Skill on Students of Science Education Study Program: Evaluation from Answering Biological Questions",2020,"https://doi.org/10.22219/jpbi.v6i1.10081","Yasir, M., Fikriyah, A., Qomaria, N., & Al Haq, A. T.","Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia)","The metacognitive skill is a competency that must be mastered by students of educational program so that they are able to empower this competency in their students later. The purpose of this study was to analyze the metacognitive skill profile of students of the Science Education program at the University of Trunojoyo, Madura-Indonesia. The research involved 110 students as the research subject. Data were collected using metacognitive awareness inventory then analysed using descriptive quantitative method. The results indicated that students’ metacognitive skill improved well (71.93%). Furthermore, the metacognitive skill in every component also enhanced well (64.53 - 75.81%), and the “debugging strategies” in this skill developed excellently (88.30%). To sum up, the metacognitive skill on students of science education study program at University of Trunojoyo Madura enhanced well.",4]
["Enhancing Science Teaching Competency among Pre-Service Science Teachers through Blended-Mentoring Process",2019,"https://doi.org/10.29333/iji.2019.12318a","Buatip, S., Chaivisuthangkura, P., & Khumwong, P.","International Journal of Instruction","This mixed-methods study employed an explanatory sequential design to examine the effect of the blended-mentoring supervision toward science teaching competencies. The studied group comprised 3 pre-service science teachers who were studying in the Faculty of Education at a University in Pattani, Thailand. During 4 months of science teaching practicum in Southern Thai provinces, they were supervised under the designed blended-mentoring supervision by supervisors and in-service science teachers. A science teaching competency assessment form along with semi-structured interview was used to examine science teaching competency examining from lesson plans, teaching observation notes and teaching material. Then data were analyzed in teaching-competency mean scores in conjunction with content analysis to identify the change of teaching competency. The findings revealed that the teaching competencies of the 3 pre-service science teachers were at high level with \"learning management capacity\" being the highest, followed by \"teacher's comprehension of the taught science content and level,\" and \"measurement and assessment ability\" with 4.08, 4.07, and 3.98 mean scores, respectively. The interview and observation analysis revealed that the influencing factors of the science teaching competencies comprise pre-class mentoring, teaching observation, reflection, and technological integration for the blended-mentoring process.",4]
["The Way Collaboration Benefits Vocational Students: A Case Study of a Joint Venture College in China",2019,"https://doi.org/10.1080/02188791.2019.1572594","Gao, Y.","Asia Pacific Journal of Education","International collaborations in the vocational and training (VET) sector have grown significantly in the past three decades in China as well as in other parts of the world. Despite its growing prominence, it remains a largely under-researched field compared to the large volume of research on universities’ internationalization. In particular, it is unclear how internationalization practices improve vocational students’ academic and social competencies and readiness for employment. This case study was intended to fill this current gap in the literature by investigating a selected joint venture VET college in China. This study employed a wealth of data as evidence that international programmes could benefit vocational students in their English skills, professional knowledge, intercultural competence, and personal and career development. In additional to the opportunities created for vocational students, international programmes are expected to offer workplace experience and design a curriculum that suits students with different future plans. The findings of this study indicate that international collaborations in the VET sector have the potential not only to better prepare vocational students for life and employment, but also to address the challenges facing the VET system in developing economies.",4]
["Professional Development Programmes—Why Do Universities Need Them? A Case Study from Russia",2020,"https://doi.org/10.1080/13603108.2019.1688880","Grinkevich, Y., Kuskova, V., & Shabanova, M.","Perspectives: Policy and Practice in Higher Education","Using the case study of HSE University (Russian Federation), this article will focus on how professional development programmes can be used by universities to ensure transformations and achieve their goals. It will focus on the administrative (professional services) staff and how universities can develop and leverage their potential in order to encourage innovative problem-solving. First, it will explore what the current challenges and frequent transformations mean for academic institutions in terms of administrative support, and what new demands emerge for administrators. Second, it will propose what competencies and skills are necessary for university administrators, so that they can provide effective support to the university in its ongoing activities and development under constantly changing conditions. Third, it will argue for the benefits of creating tailored professional development programmes, as well as illustrate how such a programme can be structured according to the institution’s needs citing the empirical example of HSE University.",4]
["The Perceived Effectiveness of Technical Vocational Education Training (TVET) Practices at an Urban Tertiary Institution in Preparing Their Students for the Advanced Workplace",2019,"https://www.proquest.com/docview/2238775242","Harvey, H. A.",null,"This study will be investigating the perceptions of the implementation and modelling of best practices in technical vocational education and training (TVET) areas of endeavour. Four lecturers from three selected programmes will be investigated see how well they are preparing their students to enter the technically advanced workplace in an urban tertiary TVET institute in Jamaica. It has been reported by employers that graduates' performance has been unsatisfactory in the sectors which require technically skilled professionals (HEART Trust, 2012).This investigation will incorporate a literature review of the apprenticeship system, and the current occupational training requirements as well consider competency based methods of teaching used in the TVET classroom. This will be in the context of career development theories, and constructivist and social learning theories. A qualitative research design method will be applied, using a case study approach. In addition to data collected from the lecturers, interviews, observation and focus group discussions with three groups of 15 students will also be collected. Additionally, the Director/ Principal of the Vocational Development Training Institute (VDTI) will be interviewed. Finally, a stakeholders' report based on employee attitudes in various industries will be used to attain their perspectives on the preparedness of the TVET graduates for the workplace.The results and recommendations will be used to evaluate the best practices of the TVET lecturers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]",4]
["Area-Based Participatory Action Learning of Social Studies Pre-Service Teachers to Develop Indigenous History Learning Resources for Diversity Students in Northern Thailand",2022,"https://doi.org/10.5539/hes.v12n2p20","Mangkhang, C.","Higher Education Studies","The research aimed to 1) study the needs in developing indigenous history for diversity students in Northern Thailand, 2) develop indigenous history learning resources for diversity students in Northern Thailand through area-based participatory action learning of social studies pre-service teachers, and 3) distill learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand. The methodology of the research was based on Participatory Action Research (PAR). The sample in the research consisted of 1) community leaders, monks, school administrators, folk philosophers, and youth representatives accounting for 22 people; 2) 10 social studies pre-service teachers; 3) 8 indigenous mural painters, making a total of 40 people. The instruments used in the research were 1) unstructured interview forms, 2) forms of synthesizing knowledge to moral creativity, 3) validity assessment forms of indigenous history data, and 4) focus group discussion recording forms. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. Study results revealed that: 1) From the area-based action on the legend of Viang Malika and Phra Nang Malika from history in the educational sandbox of Chiang Mai province, it was found that the community has demand in terms of developing learning resources telling its indigenous history through the temple which is the common area in the community. The demand is to present indigenous history which is part of the historical development of the Lanna Kingdom in terms of business, politics, administration, education, religions, and the environment including women's roles as governesses or kings. This shows feminist concepts appearing on the page of indigenous history and reflects equality in stepping over physical limitations of the body (disability). The frame limiting gender is destroyed through the history of leaders and kings in indigenous history has influenced the development of the history of the historical development of the Thai local society up to the present time. 2) Developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diverse students in Northern Thailand has brought about indigenous history learning resources integrating cooperation between universities, communities, temples, and schools. Indigenous history learning resources have been brought about, which helps promote quality learning management. And 3) From distilling learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand, the important social studies competency of social studies pre-service teachers for 4 aspects were found. This is called the competency of area-based social studies learning or so-called \"VCAP\" consisting of 1) Value Domain, 2) Cognitive Domain 3) Affective Domain and 4) Psychomotor Domain, which helps promote occupational competency of pre-service teachers to be more efficient.",4]
["A Qualitative Research Study on the Importance of Life Skills on Undergraduate Students’ Personal and Social Competencies",2019,"http://dx.doi.org/10.5430/ijhe.v8n5p71","Nair, P. K., & Fahimirad, M.","International Journal of Higher Education","Recently, it is more demanding to enter job market since current employers hire staff with some life skills such as leadership, communication skills, time management, problem solving skills, and teamwork. The current study aimed to identify the relationship between life skills program, student's personal efficacy and competencies. Moreover, this study investigated eight students' perceptions of their personal efficacy after understanding life skills program. This study employs a qualitative research approach using an in-depth interview and self-reporting of the life skills module. The participants were randomly selected among freshman undergraduate students who have passed the life skill modules at Taylor's University, Malaysia. This study aimed to identify students' perceptions, competencies after completing life skills modules. It also elaborates on how life skills considered as a technical requirement for hard skills and employees' future. The results of thematic analysis indicated that embedding the life-skills program in the university curriculum plays a key role in shaping students' personal and social competencies. This finding has important implications for educators and educational policy makers to integrate students' life skills into curriculum so as to influence students' professional and interpersonal skills such as team working, communication, leadership, time management, decision making and problem-solving.",4]
["Investigating the Students’ Experimental Design Ability toward Guided Inquiry Based Learning in the Physics Laboratory Course",2019,"https://files.eric.ed.gov/fulltext/EJ1201681.pdf","Sujarittham, T., Tanamatayarat, J., & Kittiravechote, A.","Turkish Online Journal of Educational Technology - TOJET","The goals of this advanced physics laboratory course emphasized not only to improve students' physics knowledge but also spectrum scientific abilities in particular for preparing their future-ready competencies. One of those scientific abilities was initiated to study that was \"the ability to design experiment\". It was the fundamental ability in help enhance students' higher order thinking in solving problems and self-operating their own labs scientifically. Besides, this corresponds to a crucial national policy of Thailand. There has been promoted innovative thinking skills to step onward driving the Thailand economy. This study was a preliminary report on the students' experimental design ability towards the students' learning engagement in a guided inquiry lab which involved to the physics concept of heat transfer. To investigate the ability, 18 senior-physics students enrolled the course were required to work in three groups of 4 to 6. In the investigation, a guided-inquiry lab set and worksheets were substantially designed and validated by three physics university lecturers who had teaching experiences for over 10 years. The guided worksheets were straightforwardly structured by considering five subabilities dealing with the ability to design experiment. Those worksheets were viewed as a lab report and also used as a main research tool to help follow and collect data about the students' experimental design ability. The key format of the worksheets was that guided inquiry questions and black spaces were contained. This aimed to actively engage the students in the experiment since (1) linking physics concept, (2) defining measurement variables, (3) clarifying an experimental procedure, (4) selecting equipment and materials, and (5) minimizing errors. In each of the five abilities, the students had to individually investigate the answers of guided-inquiry questions and then shared ideas with their groups till they could solve the main problem of the lab. Additionally, video recordings were collected to triangulate qualitative data of the students' learning engagement. From observation, we found that the students spent about 6 hours in total (3 hours for designing the experiment by working on answering the guided-inquiry questions and 3 hours for doing the experiment) to complete the experimentation. The most time-consuming (about an hour) was in the step of linking physics knowledge to formulate a situation in order to solve the problem. The result found that there were no students who could design the experiment to solve the problem correctly but all of them were able to formulate the situations relating to the solving problem. All experiments designed could be practical. The main difficulty was from the students' misunderstanding of heat transfer. They did not determine the heat transfer from all objects in the closed system. This was the most difficult point in enhancing this ability. Moreover, there were many unexpected sub-abilities: basic measurements, using scientific equipment, and also identifying variables. Besides, the students were required to self-assess their proficiency on a 4-point rubric test. The first-two lowest average scores were in items relating to the sub-abilities to link physics knowledge and to clarify an experimental procedure.",4]
["Student-Centred Learning in Higher Education: Implications for the Jamaican Workplace",2019,"http://dx.doi.org/10.30828/real/2019.3.8","Wallder, S. R., & Brown, N. J.","Research in Educational Administration & Leadership","This paper explores the experience, impression and understanding of student centred learning by 44 business education students at a university in Jamaica. The study sought to establish whether such a learning approach enhances the competencies of students in accord with the demands made by employers for critical employee characteristics in the 21st century workplace, whilst also enhancing learning outcomes in students’ current studies. The research reported here was informed through two studies, using complementary methodologies in qualitative and quantitative data collection and analysis. The first study utilised a survey instrument, while the second employed focus groups. The findings revealed that students generally held positive views of student centred learning and that they believed it enhanced their learning experience in their current studies. However, they were not clear as to whether the approach was being utilised fully and/or effectively and whether current resources were adequate to support the effective implementation and maintenance of such an approach. Findings further revealed that many of the competencies developed through the practise of student centred learning are complimentary to not only desirable, but indeed, identified characteristics that the 21st century worker should be ideally equipped with, according to the International Labour Organisation (Brewer, 2013). These characteristics also being in accord with the demands of employers in Jamaica. This latter point being affirmed by a senior figure from the Jamaica Employers’ Federation through a one-on-one interview. The importance of “gearing” such learning at the tertiary level to the demands of employers for well prepared and effective employees that complement and indeed enhance the workplace is recognised as a national imperative, and thus policy, as developed through educational leadership should be in accord. This research posits that the utilisation of student centred learning will not only benefit learning at the tertiary level, it will also better prepare graduates for the workplace.",4]
["Dual Apprenticeship in Benin: Between Theory and Practice",2020,"https://doi.org/10.30918/AERJ.81.19.054","Bankolé, R. A., & Nouatin, G. S.","African Educational Research Journal","This paper discusses the effect of the dual apprenticeship or Certificate of Professional Qualification (CQP) program on the CQP students and graduates in Benin. The study sought to understand how dual apprenticeship was introduced in formal TVET system and how the dual training is provided in Benin context. This research was conducted on the descriptive qualitative method through three techniques. First, literature analysis was used to review the existing literature on Benin dual apprenticeship. Secondly, individual semi structured interviews were conducted to collect data from actors of the public and private institutions. Third, direct observation data were collected through on-site visits in the training centres. In total, 30 persons were interviewed using purposive and snowball samplings. The social constructivism theory, learning theory and the nested layer approach were used to analyze data. Results show that the Develop A Curriculum method was used to develop 13 craft occupations in which Benin dual apprenticeship is offered. CQP apprentices show positive effects on the skills acquisition. However, the CQP training does not follow the requirements regarding the principle of duality. The lack of the collaboration between training providers does not increase the commitment and the participation of the master craftsmen/women. The assessment plan does not evaluate the skills achieved in the master workshops. Although Benin dual apprenticeship builds the social cognitive capacities of the apprentices, the skills achievement of the CQP apprentices is not sustainable due to the intensive method used to train apprentices and because of the lack of materials and work equipment in the master workshops.",4]
["A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa",2019,"http://dx.doi.org/10.1080/18146627.2016.1224588","Damons, D., le Grange, J. J., Mason, R. B., & Louw, S. W.","Africa Education Review","South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable.",4]
["English for Event Management: A Mixed Methods Study for Needs Analysis and Course Design",2022,"https://files.eric.ed.gov/fulltext/EJ1340917.pdf","Watanapokakul, S.","THAITESOL Journal","English for Specific Purposes plays an important role at the tertiary education level. As the event industry is expanding in many countries around the world, including Thailand, study programs which help prepare young people specifically for a career in the event industry are becoming more sought after. An important component of any such program is an English language course which will equip students with the English skills necessary to succeed in this increasingly globalized industry. In order to design and develop an effective English for Event Management course, opinions regarding what should be included in the course were obtained from the 159 English major undergraduate students in the Faculty of Liberal Arts at a university in Thailand and 15 stakeholders (ESL/EFL teachers, event management teachers, and employers and employees in the event industry) using questionnaires and semi-structured interviews. The findings of the study provide a wealth of practical information (e.g., instructional approaches, tasks and activities, and assessment methods) that can be further used for designing and developing an English for Event Management course for English major undergraduate students.",4]
["An Empirical Study on Postgraduate Education of Business English in China",2019,"http://dx.doi.org/10.5539/hes.v9n4p1","Xuemi, L., & Wenzhong, Z.","Higher Education Studies","The development of business English (BE) program cannot separate from that of its closely-related discipline. However, little is known about business English disciplinary development from the angle of postgraduate education in China. Through questionnaires and interviews on 64 postgraduate students of Guangdong University of Foreign Studies (hereinafter referred to as GDUFS), this paper conducts empirical research on and analysis of its postgraduate education from the perspectives of curriculum setting, teacher construction, and tutorial system. The results show that most respondents are content with these dimensions of the postgraduate education of business English, which demonstrates the current postgraduate education in GDUFS is highly recognized and satisfied. It aims to have some implications for the reform and practice of postgraduate education and disciplinary construction in terms of business English in China. This research also discovers some noteworthy problems and put forward some suggestions.",4]
["Experiential Philanthropy in China",2020,"https://doi.org/10.1080/15236803.2019.1667185","Li, H., McDougle, L. M., & Gupta, A.","Journal of Public Affairs Education",null,5]
["Creating a Context for Campus Sustainability through Teaching and Learning: The Case of Open, Distance and E-Learning",2019,"http://dx.doi.org/10.1108/IJSHE-02-2019-0066","Pretorius, R. W., Anderson, R., Khotoo, A., & Pienaar, R.","International Journal of Sustainability in Higher Education","Purpose This paper aims to reflect on approaches through which open, distance and e-learning (ODeL) students can use their local environments for assessments and explores how this shapes their conceptualisations of “university” and “campus”. Key issues and lessons learnt are covered, thus providing pointers for implementation of the type of assessment approaches that are presented. Design/methodology/approach Using three undergraduate sustainability-related modules in the Department of Geography, University of South Africa (Unisa), the lecturers’ reflections on the real-world sustainability learning experiences of students in these modules (2015-2018) have been cross-correlated and compared to present an integrated picture of emerging best practice. Findings The use of real-world, place-based applications, which form a central theme in the assessment strategy for all three modules, allows students to deal hands-on with sustainability issues, establishes a connection between ODeL students and the university and presents an opportunity to engage these students in real-world sustainability learning despite not being on campus. Research limitations/implications The case study format and qualitative, reflective methodology present limitations, while specifically focusing on ODeL and the final phase of undergraduate studies. Despite these limitations, the lessons learnt can be of value to universities currently transferring to online offerings, with possible impacts for sustainability learning. Originality/value This paper addresses misconceptions on the role of ODeL in transforming to sustainability. The criticism that ODeL is suitable for primarily theoretical training is countered by evidence that appropriately structured assessments requiring ODeL students to engage with real-world issues in their local environments, can provide valuable sustainability learning experiences.",5]
["Using Real-World Engagements for Sustainability Learning in ODeL in the Global South: Challenges and Opportunities",2021,"https://doi.org/10.1108/IJSHE-08-2020-0287","Pretorius, R. W., Carow, S., Wilson, G., & Schmitz, P.","International Journal of Sustainability in Higher Education","Purpose This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines. Design/methodology/approach The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning. Findings The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper. Research limitations/implications The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field. Originality/value This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice.",5]
["Developing Self-Regulated Learning Skills in University Students Studying in the Open and Distance Learning Environment Using the KWL Method",2020,"http://hdl.handle.net/11599/3261","De Silva, D. V. M.","Journal of Learning for Development","Open and Distance Learning (ODL) is considered an important strategy for increasing educational access. However, students learning in ODL environments face many challenges. Studies have indicated that students with self-regulated learning (SRL) skills are more likely to succeed in ODL environments. Studies have demonstrated that through instructional strategies, tutors can teach and help improve SRL skills. This development of SRL skills may lead to reduced drop-out rates. To examine the suitability of SRL skills development strategies, the researcher of this study utilised a KWL (What I Know, What I Want to Know, What I Learned) method in the ODL environment in Sri Lanka to help develop SRL skills in university students. This study adopted an action research approach, and twenty-four (24) Bachelor of Education students and three (03) educators at the Open University of Sri Lanka were the participants. Zimmerman & Moylan's (2009) self-regulated cycle of learning model was used for the intervention. A Motivated Strategies for Learning Questionnaire (MSLQ,1991) was administered to measure students' SRL skills. Observations, reflections, and focus group discussions were used to collect qualitative data. The study's findings indicated that the KWL method contributed to the improvement of selfregulated learning skills among student participants.",5]
["Technology Enhanced Learning Analytics Dashboard in Higher Education",2022,"https://doi.org/10.34190/ejel.20.2.2189","Jayashanka, R., Hettiarachchi, E., & Hewagamage, K. P.","Electronic Journal of E-Learning","During the COVID-19 pandemic period, all the Sri Lankan universities delivered lectures in fully online mode using Virtual Learning Environments. In fully online mode, students cannot track their performance level, their progress in the course, and their performances compared to the rest of the class. This paper presents research work conducted at the University of Colombo School of Computing (UCSC), Sri Lanka, to solve the above problems and facilitate students learning in fully online and blended learning environments using Learning Analytics. The research objective is to design and create a Technology Enhanced Learning Analytics (TELA) dashboard for improving students’ motivation, engagement, and grades. The Design Science research strategy was followed to achieve the objectives of the research. Initially, a literature survey was conducted analyzing features and limitations in current Learning Analytic dashboards. Then, current Learning Analytic plugins for Moodle were studied to identify their drawbacks. Two surveys with 136 undergraduate students and interviews with 12 lecturers were conducted to determine required features of the TELA system. The system was designed as a Moodle Plugin. Finally, an evaluation of the system was done with third-year undergraduate students of the UCSC. The results showed that the TELA dashboard can improve students' motivation, engagement, and grades. As a result of the system, students could track their current progress and performance compared to the peers, which helps to improve their motivation to engage more in the course. Also, the increased engagement in the course enhances the student’s self-confidence since the student can see continuous improvement of his/her progress and performance which in turn improves the student’s grades.",5]
["The Role of Extra-Curricular Activities in Increasing Student Engagement",2021,"https://www.emerald.com/insight/2414-6994.htm","Munir, S., & Zaheer, M.","Asian Association of Open Universities Journal","Purpose The first objective of this study is to review the mechanism of conducting extra-curricular activities (ECAs) in the open and distance learning (ODL) setting. To achieve this objective, the procedure of ECAs at the Virtual University of Pakistan has been studied. The second objective of this study is to find the impact of ECAs on student engagement. Design/methodology/approach This is a cross-sectional quantitative study. The questionnaire has been used to collect the data. The purposive sampling technique has been used, while this study's sample size is 970. An independent sample t-test has been used to find the difference between the groups. Findings This study shows a significant difference between the engagement levels of students who have been part of any ECA at university compared to the students who never participated in any ECA. Research limitations/implications The results have been derived from the data gathered from one university only that might hinder the generalizability of the findings. The same study can be conducted in other ODL institutions to authenticate the findings. Practical implications This study will help in realizing the policymakers of ODL about the importance of ECCAs. This study has also discussed an existing system of conducting ECCAs in an ODL setting that can be generalized and implemented across all the ODL universities to enhance student engagement. Originality/value This study has highlighted the importance of ECAs in ODL institutions that have been neglected since forever. This study is novel because it has highlighted the importance of social interaction of students in ODL and its relation with student engagement that has not been highlighted by any study so far.",5]
["Use of Word Clouds for Task Based Assessment in Asynchronous E-Language Learning",2021,"http://www.mextesol.net/journal/public/files/98aa5b20f00b44c62c9b1210cf526c2b.pdf","Perveen, A.","MEXTESOL Journal",null,5]
["A Comparative Investigation of Assessment Practices in Distance and Online Learning Undergraduate Mathematics in Nigeria",2020,"https://doi.org/10.5590/JERAP.2020.10.1.06","Reju, C. O., & Jita, L. C.","Journal of Educational Research and Practice",null,5]
["Monitoring Student Performance through an Agile Project-Based Assessment Strategy for Distance Higher Education",2021,"https://doi.org/10.4018/IJDET.286739","Guadelupe, S. R., Freitas, D. P., De Carvalho, P. V. R., & Jatobá, A.","International Journal of Distance Education Technologies","This article presents an observational qualitative study regarding the use of agile methodologies in implementing project-based student assessment procedures in higher education courses. The study comprised 32 students enrolled in an online biology class in a public university in Rio de Janeiro, Brazil. Students underwent two types of activities: first using traditional project-based learning, second using an agile approach based on the EduScum methodology. Results demonstrated that the agile methodology enforced student engagement, especially collaboration aspects. Interactions between students and teachers became more acute and straightforward. Moreover, it became easier for teachers to monitor students' performance throughout the course. This study provides highlights to enable schools to improve students' assessment procedures in distance education courses.",5]
["Online Aviation Learning Experience during the COVID-19 Pandemic in Hong Kong and Mainland China",2022,"https://doi.org/10.1111/bjet.13185","Ng, D. T. K.","British Journal of Educational Technology","The COVID-19 pandemic has triggered an unexpected digital revolution, speeding up universities' digital transformation worldwide. It has brought heavy disruptions to travel and mobility worldwide, but it drives the opportunity for hosting region-wide or even international academic exchanges through learning programs, workshops, and conferences via an alternative online mode. This study reports on a case study of a 1-month online aviation learning program that engaged 108 university students from Mainland China and Hong Kong during the lockdown. At first, we first recruited students in Hong Kong; however, the program registration was unsatisfactory. This could be attributed to the students' perceived future aviation career prospects and readiness of emergent remote teaching during the pandemic. In the program, we designed an alternative blended learning approach to attract students to sustain their aviation learning. First, we transformed the activities from face-to-face (F2F) to online settings using digital technologies including flight simulation and virtual visits in a web-conferencing environment. Second, we extended the reach of the event and attracted a larger audience in the neighbouring regions in Mainland China. It turned out that we could successfully recruit 108 students from 20 cities. In the end, students' interviews and motivational surveys indicated that this online learning experience could effectively enhance students' knowledge and motivational gain. Since the government has relaxed the policy of homeschooling, we organised two F2F meetings for students in Hong Kong to connect them together. This blended mode of teaching favoured the students in Hong Kong who showed a greater motivation than those in Mainland China. Furthermore, follow-up interviews for teachers revealed how they invest in new technological equipment and knowledge to support the radical changes. Overall, the virtual event eliminates geographical barriers which successfully motivate a larger audience and gain some online collaboration between universities. This article offered useful evidence for engineering educators to reflect on online informal learning, lab settings and academic exchanges, and motivate more students to revitalise aviation education and industry.",5]
["Autonomous Learning Activities: The Perceptions of English Language Students in Indonesia",2021,"https://doi.org/10.14527/pegegog.2021.00","Khulaifiyah, Widiati, U., Anugerahwati, M., & Suryati, N.","Pegem Journal of Education and Instruction","Autonomous learning is a process to be aware of taking control of learning. Yet, little attention is directed to exploring English language students’ perceptions of autonomous learning. This study aims to explore students’ perceptions of autonomous learning and students’ proposed activities during the initiative, monitoring, and evaluation process in raising autonomous learning in the teaching-learning process. This study used a case study and a content analysis in the qualitative research. Seventeen students from the English language department of a private university in Pekanbaru, Indonesia participate using a structured interview in the study. The results revealed that the students perceived autonomous learning as fully independent learning, a learning situation with their own target, style, and strategies without teachers’ assistance or without interference from outside parties or anywhere else. The activities students’ proposed include getting assignments, getting the course outline, getting what students need, having guidance, getting innovative and creative tasks and activities, getting motivation, having feedback, having reward along with getting a warning, having a negotiation, having references of material, sharing experiences, checking students’ performance, having an innovative project and getting regular measurements, doing negotiation, and doing publishing work. Yet, getting assignments is the proposed activity in all processes of learning. This study concludes with suggestions for teaching and learning programs that students’ metacognitive knowledge about autonomous learning need to be improved since it enhances students’ competency and learning autonomy, primarily in monitoring and evaluating along with teachers’ support at all stages. Keywords: autonomous learning, evaluating, initiating, monitoring, student’s perception.",5]
["Organizing Experiential Learning Activities for Development of Core Competences of Technical Students in Vietnam",2019,"http://dx.doi.org/10.13189/ujer.2019.070129","Kim, O. D. T.","Universal Journal of Educational Research","The transition towards a sustainable economy has given a new term “green competences”. Green competences build upon the foundation of core competences including literacy, numeracy, communication, teamwork and problem-solving-which along with awareness of environmental issues and entrepreneurship, facilitate lifelong learning and adaptability to environmental change (Marsden, Medhurst & Irving, 2014) [1]. Organizing experiential learning activities is not new to the learning environment in higher education institutions in the world. However, it would be a new approach to some cultures like Vietnam， where most of students are not familiar with studying in proactive and experiential ways. Experiential learning activities provide students with opportunities to self-construct their competences from experience. This article describes a brief theoretical approach to core competence and experiential learning activities (Project-Based Learning, Learning Games) for developing core competencies (problem-solving, teamwork) of technical students at Ho Chi Minh City University of Technology and Education (HCMUTE) in Vietnam. In addition, qualitative (observation and interview) and quantitative methods were used to describe a progression of improving core competences of technical students. Finally, minor suggestions for lecturers to develop core competences of technical students through organizing experiential learning activities by carefully considering a consistency of learning outcomes, teaching-learning activities and assessment according to the “Conceive Design Implement Operation” (CDIO) approach to engineering education at HCMUTE were given.",5]
["Experiential Learning Model: Improving Entrepreneurial Values through Internship Program at Start-Ups",2022,"https://doi.org/10.1108/HESWBL-01-2021-0014","Lantu, D. C., Suharto, Y., Fachira, I., Permatasari, A., & Anggadwita, G.","Higher Education","Purpose The development of teaching methods in the field of entrepreneurship education is a challenge for academics to achieve “real active learning.” This paper aims to investigate the effectiveness of learning experience through internship program at start-ups. This paper examines the benefits and challenges from stakeholders' experiences and perspectives (business students, start-ups and universities). The authors focus on the entrepreneurial values obtained by exploring start-up processes, culture and work environments. Design/methodology/approach This study uses qualitative research with a case study approach by applying experiential learning. The objects of this research are students of the School of Business and Management and start-ups in Indonesia. This study divides the pilot program of internship at start-ups into three stages, designing process, execution and evaluation. The analysis technique uses an interpretive approach from interviews and observations of internships based on experiential learning. Findings The results showed that the internship program at start-ups in this study has benefits for all major stakeholders, especially students. The results of student learning experiences show that start-ups' characteristics such as a creative work environment, egalitarian work culture and dynamic workflow flexibility can increase their professional and moral values. Research limitations/implications This study has several limitations, including the internship program designed in this study, which is still raw and has several shortcomings. Time series in testing experiential learning is another limitation. For further study, it is necessary to conduct longitudinal research to measure the effectiveness of the start-ups' internship program. Originality/value This study provides new insights on experiential learning in developing an internship program at a start-up as an effort to increase entrepreneurial value for business students. This study highlights the possibility that an internship program at a start-up will have an impact on students' entrepreneurial values and competencies.",5]
["Producing Work-Ready Commercial Art Graduates: Stakeholders’ Perceptions",2022,"https://doi.org/10.1108/HESWBL-08-2020-0192","Sarpong-Nyantakyi, J., Osei-Poku, P., & Eshun, E. F.","Higher Education, Skills and Work-Based Learning","Purpose Graduate unemployment is widely reported not only in Ghana but also across the globe. The purpose of this study is to examine the relevance of the HND Commercial Art Programme, Graphic Design (CAPGD) option, to the graphic art industry and to determine the work readiness of graduates of HND CAPGD at the world of work. Design/methodology/approach A qualitative, evaluative case study research design was adopted to examine the perspectives of stakeholders of CAPGD. It was a multiple case study, which involved faculty members, graduates and industry-based supervisors. The study was conducted using in-depth semi-structured interviews and focus group discussions to obtain in-depth interpretations and conclusions that reflected the perceptions of the stakeholders. Findings The qualitative results indicate that the existing curriculum, based on the old polytechnic educational system, does not provide adequate practical approach to teaching and learning processes. Hence the majority of graduates lack competencies to meet industry's expectations. Research limitations/implications The key limitation is lack of database on the HND Graphic Design graduates at Takoradi Technical University. This affected the data collection process as the HND Graphic Design graduate participants were not easily accessible, and, as such, much effort and risk were required to contact them. Considering the implication for education policy, the findings propose stakeholders' collaboration to ensure cross fertilization of ideas (Nwajiuba et al., 2020). Hence, a compilation of database could engender further study in this area and thus form the bases of a mixed method approach resulting in in-depth analysis for fresh insights into the study. Originality/value The findings provide unique insights into work readiness of Commercial Art graduates, specifically in Ghana, as it seeks to bridge a gap in literature.",5]
["The Perceived Effectiveness of Technical Vocational Education Training (TVET) Practices at an Urban Tertiary Institution in Preparing Their Students for the Advanced Workplace",2019,"https://www.proquest.com/docview/2238775242","Harvey, H. A.",null,"This study will be investigating the perceptions of the implementation and modelling of best practices in technical vocational education and training (TVET) areas of endeavour. Four lecturers from three selected programmes will be investigated see how well they are preparing their students to enter the technically advanced workplace in an urban tertiary TVET institute in Jamaica. It has been reported by employers that graduates' performance has been unsatisfactory in the sectors which require technically skilled professionals (HEART Trust, 2012).This investigation will incorporate a literature review of the apprenticeship system, and the current occupational training requirements as well consider competency based methods of teaching used in the TVET classroom. This will be in the context of career development theories, and constructivist and social learning theories. A qualitative research design method will be applied, using a case study approach. In addition to data collected from the lecturers, interviews, observation and focus group discussions with three groups of 15 students will also be collected. Additionally, the Director/ Principal of the Vocational Development Training Institute (VDTI) will be interviewed. Finally, a stakeholders' report based on employee attitudes in various industries will be used to attain their perspectives on the preparedness of the TVET graduates for the workplace.The results and recommendations will be used to evaluate the best practices of the TVET lecturers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]",5]
["Investigating the Students’ Experimental Design Ability toward Guided Inquiry Based Learning in the Physics Laboratory Course",2019,"https://files.eric.ed.gov/fulltext/EJ1201681.pdf","Sujarittham, T., Tanamatayarat, J., & Kittiravechote, A.","Turkish Online Journal of Educational Technology - TOJET","The goals of this advanced physics laboratory course emphasized not only to improve students' physics knowledge but also spectrum scientific abilities in particular for preparing their future-ready competencies. One of those scientific abilities was initiated to study that was \"the ability to design experiment\". It was the fundamental ability in help enhance students' higher order thinking in solving problems and self-operating their own labs scientifically. Besides, this corresponds to a crucial national policy of Thailand. There has been promoted innovative thinking skills to step onward driving the Thailand economy. This study was a preliminary report on the students' experimental design ability towards the students' learning engagement in a guided inquiry lab which involved to the physics concept of heat transfer. To investigate the ability, 18 senior-physics students enrolled the course were required to work in three groups of 4 to 6. In the investigation, a guided-inquiry lab set and worksheets were substantially designed and validated by three physics university lecturers who had teaching experiences for over 10 years. The guided worksheets were straightforwardly structured by considering five subabilities dealing with the ability to design experiment. Those worksheets were viewed as a lab report and also used as a main research tool to help follow and collect data about the students' experimental design ability. The key format of the worksheets was that guided inquiry questions and black spaces were contained. This aimed to actively engage the students in the experiment since (1) linking physics concept, (2) defining measurement variables, (3) clarifying an experimental procedure, (4) selecting equipment and materials, and (5) minimizing errors. In each of the five abilities, the students had to individually investigate the answers of guided-inquiry questions and then shared ideas with their groups till they could solve the main problem of the lab. Additionally, video recordings were collected to triangulate qualitative data of the students' learning engagement. From observation, we found that the students spent about 6 hours in total (3 hours for designing the experiment by working on answering the guided-inquiry questions and 3 hours for doing the experiment) to complete the experimentation. The most time-consuming (about an hour) was in the step of linking physics knowledge to formulate a situation in order to solve the problem. The result found that there were no students who could design the experiment to solve the problem correctly but all of them were able to formulate the situations relating to the solving problem. All experiments designed could be practical. The main difficulty was from the students' misunderstanding of heat transfer. They did not determine the heat transfer from all objects in the closed system. This was the most difficult point in enhancing this ability. Moreover, there were many unexpected sub-abilities: basic measurements, using scientific equipment, and also identifying variables. Besides, the students were required to self-assess their proficiency on a 4-point rubric test. The first-two lowest average scores were in items relating to the sub-abilities to link physics knowledge and to clarify an experimental procedure.",5]
["Innovating Education for Sustainable Urban Development through Problem Based Learning in Latin America: Lessons from the Citylab Experience",2020,"https://doi.org/10.5278/ojs.jpblhe.v8i1.2657","Coppens, T., Pineda, A. F. V., Henao, K., Rybels, S., Samoilovich, D., De Jonghe, N., & Camacho, H.","Journal of Problem Based Learning in Higher Education","This article discusses the challenges and opportunities identified in the implementation of the Citylab project in Latin America during the period of 2015-2018. The project was funded by the Erasmus+ Key action 2 programme of the European Union. The project aims to innovate teaching for sustainability in higher education institutions through Problem Based Learning (PBL). Opposed to traditional teaching methods, the pedagogical approach of PBL is a learner-centred approach that takes a complex problem as point of departure instead of existing established knowledge. Since application of such learning methods is limited in Latin America, the Citylab project attempts to introduce PBL in the existing curricula of 12 Latin American universities through the implementation and development of interdisciplinary Citylab modules focusing on sustainable urban development. First, the role of PBL in education for sustainability is discussed in a broader theoretical context. Second, the goals, implementation strategies and results of the Citylab project will be presented. Third, we highlight some critical issues and success factors experienced during the project. The findings of this paper are based on (1) self-reported questionnaires from the partners at the end of 2017; (2) on-site visits by the authors and expert visits; (3) focus groups, interviews and conversations with project leaders of the participating institutions during the project. Depending on the institution, the project results were varying in terms of innovation and upscaling potential. Critical factors were related to the role of the project leader in the organization, the flexibility of the implementation and cultural differences. Internal regulations created both incentives and disincentives for participation. Competitive elements in the project and available resources for equipment can act as stimulators in some cases. The challenge lies moreover in detecting windows of opportunities for change in order to accomplish curriculum reform and by doing so, pursue continuation of the PBL approach after the project’s horizon.",5]
["Maintaining Student Engagement: The Digital Shift during the Coronavirus Pandemic a Case of the Library at the University of Pretoria",2021,"https://doi.org/10.1080/13614533.2021.1976234","Matizirofa, L., Soyizwapi, L., Siwela, A., & Khosie, M.","New Review of Academic Librarianship","The South African Higher Education Institution (HEI) sector had to move to ‘emergency’ online learning during the covid-19 pandemic, and they embraced a humanistic approach underpinned by the need to complete the academic year in 2020 and support all students. Because this emergency online learning accelerated the digital shift, evidence of pre-existing disparities and inequalities have been magnified, such as the digital divide, infrastructure, connectivity, access to data, digital literacies, vastly different learning environments, software and hardware tools, and others. The Department of Library Services (DLS) is aligned to the University of Pretoria’s shift to online learning and to reimaging its service offerings and innovation readiness. It deliberately adopted a responsive engagement strategy for students, staff, senior management and service providers. Therefore, the DLS now offers a mix of services and programmes, with more reliance on virtual services to support and sustain the academic agenda. This paper provides real-life case study experiences of student engagement during the covid-19 pandemic, with reference to the relevant student engagement with literature. It also reflects on how the DLS previously applied attributes of service innovation, such as ‘employing’ a client-service robot at an HEI library in Africa, this being in keeping with the UP’s innovation culture.",5]
["Engagement with and Participation in Online Role Play Collaborative Arguments: A Sociocultural Perspective",2020,"http://dx.doi.org/10.34190/JEL.18.5.006","Najjemba, J. L., & Cronjé, J.","Electronic Journal of E-Learning","Digitally mediated role plays indicate potential for collaboration, social exchange of information and knowledge as well as motivation for learning beyond classroom time. These elements are critical for ESL learners’ development of language and argumentative writing practices. The aim of this research project was to investigate how students’ engagement with and participation in online role play collaborative arguments shaped their literacy practices, and influenced their beliefs and thinking regarding particular societal issue. This qualitative research project based on a larger ethnographic case study and tools of action research investigated students’ interactions and experiences before, during and after the online role play. The study involved 20 ESL pre‑service students at one university in Uganda and was conducted in both the real and online spaces. The real space involved face‑to‑face sessions aimed at building students’ confidence in using blogs for online role play. While the online space involved non‑participant observations to gain understanding of the social dynamics of students’ engagement in online role play, and the opportunities for students to engage in literacy practices related to online argumentative compositions. The study findings indicated that engagement in online role play using blog platform provided a rich environment for learners to exercise their creativity, orchestrate multiple ways of meaning‑making and build tactical relations for purposes of collective action. Furthermore, the use of online role play collaborative arguments facilitated a shift from “ascribed” to “achieved” identities where students did not only become aware that they were dealing with issues larger than individual perspectives, associated with school, family, culture and the legal system, but also that there need for them to take part in the civic action.",5]
["Quality Elements of After-School Programmes: A Case Study of Two Programmesin the Western Cape Province of South Africa",2021,"http://dx.doi.org/10.15700/saje.v41n3a1874 ","Ndlovu, M., & Simba, P.","South African Journal of Education","The qualitative case study reported on here was commissioned and funded by the Western Cape Government (WCG) in partnership with the Cape Higher Education Consortium (CHEC) to inquire into attributes of well performing after-school programmes (ASPs) within the Western Cape province of South Africa. The research question of the study was: What quality elements of ASPs can be identified in 2 purposefully selected ASPs in the Western Cape province? In the multiple (double) case study we used interviews and archival data from the 2 ASPs. Using Mott's Theory of Change (ToC) framework and Socio-Cultural Learning (SCL) theory as analytical lenses, we found that adaptability, strong management, staff commitment, involvement of current and former learners, family involvement, multi-stakeholder partnerships, continuous programme funding, and monitoring and evaluation were central to the success of the ASPs. Upscaling and replication efforts in the province and similar contexts should seriously consider embedding these quality elements in their logic models.",5]
["An Investigation of the Relationship between Academic Numeracy of University Students in South Africa and Their Mathematical and Language Ability",2020,"https://doi.org/10.1007/s11858-019-01063-7","Prince, R., & Frith, V.","ZDM: The International Journal on Mathematics Education","In South Africa many school-leavers are underprepared for higher education, especially in academic literacies, including numeracy. It is important for higher education to identify the students most vulnerable to failure in coping with the numeracy demands of the curriculum, so that resources available for interventions can be most fairly used. To this end, we seek to answer the question: ‘What is the relationship between students’ academic numeracy and their mathematical and language competence.’ We investigate the relationship between students’ academic numeracy scores (on a test reflecting the expectations of higher education) and their writing of four school-leaving examinations that reflect most directly mathematical competence and language ability. In a sample of 7464 students, only 13% had numeracy test scores that were classified as proficient, almost all of whom had studied Mathematics and English Home Language. Almost 90% of those who took Mathematical Literacy and English First Additional Language achieved scores in the lowest category. Comparing the test score distributions of groups of students defined in terms of the mathematics and language school subject combinations, reveals that mathematics competence and language ability are equally related to students’ academic numeracy. The results indicate the need for curriculum reforms in schools and in higher education. Ideally, development of students’ academic numeracy should be infused in the teaching of the disciplinary discourses. The effectiveness of interventions intended to improve academic numeracy will be enhanced if they focus not only on quantitative competence but also on language development.",5]
["Dual Apprenticeship in Benin: Between Theory and Practice",2020,"https://doi.org/10.30918/AERJ.81.19.054","Bankolé, R. A., & Nouatin, G. S.","African Educational Research Journal","This paper discusses the effect of the dual apprenticeship or Certificate of Professional Qualification (CQP) program on the CQP students and graduates in Benin. The study sought to understand how dual apprenticeship was introduced in formal TVET system and how the dual training is provided in Benin context. This research was conducted on the descriptive qualitative method through three techniques. First, literature analysis was used to review the existing literature on Benin dual apprenticeship. Secondly, individual semi structured interviews were conducted to collect data from actors of the public and private institutions. Third, direct observation data were collected through on-site visits in the training centres. In total, 30 persons were interviewed using purposive and snowball samplings. The social constructivism theory, learning theory and the nested layer approach were used to analyze data. Results show that the Develop A Curriculum method was used to develop 13 craft occupations in which Benin dual apprenticeship is offered. CQP apprentices show positive effects on the skills acquisition. However, the CQP training does not follow the requirements regarding the principle of duality. The lack of the collaboration between training providers does not increase the commitment and the participation of the master craftsmen/women. The assessment plan does not evaluate the skills achieved in the master workshops. Although Benin dual apprenticeship builds the social cognitive capacities of the apprentices, the skills achievement of the CQP apprentices is not sustainable due to the intensive method used to train apprentices and because of the lack of materials and work equipment in the master workshops.",5]
["A Learning Design for Deep Learning for a Distance Teacher Education Programme",2021,"https://doi.org/10.56059/jl4d.v8i2.477","Bose, S.","Journal of Learning for Development","Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes.",5]
["An Exploratory Assessment of the Educational Practices during COVID-19",2021,"https://www.emerald.com/insight/0968-4883.htm","Kumar, V., & Verma, A.","Quality Assurance in Education: An International Perspective","Purpose This study aims to address the state of teaching-learning during the COVID-19 pandemic by assessing the pedagogies used, evidence collected, best practices used and technologies used for instruction by the academics in higher education institutions (HEIs). This study also analyses the impact of online academic motivation (OAM) and online academic amotivation of the teachers on the online student engagement (OSE) during the emergency remote teaching (ERT) period. Design/methodology/approach This study uses a mixed methodology by incorporating both qualitative and quantitative methods for analysis. Data used in this study have been drawn from a pool of educationists teaching in various HEIs in different parts of India (n = 900). Sentiment analysis, project map and mind map have been used to analyze the teachers’ experiences in the new teaching environment. Further, this study uses exploratory and confirmatory factor analysis and path analysis to measure and validate the study’s scales. Findings The combination of empirical and qualitative analysis captured the ERT model followed by the teachers. The overall experience of teachers regarding the online mode of teaching-learning is moderately positive. This study reports a direct positive and significant impact of teachers’ motivation on perceived student engagement in the online mode. Originality/value This research proposes and validates scales to measure perceived OSE and the teachers’ OAM. This study also establishes an impact assessment of the teachers’ motivation levels on the students’ engagement from an educator’s perspective.",5]
["Incorporating Linguistic Landscape into English Word-Formation Task in an English Morphology Course",2021,"http://dx.doi.org/10.15639/teflinjournal.v32i1/29-49","Kweldju, S.","TEFLIN Journal: A Publication on the Teaching and Learning of English","This exploratory case study focuses on the development and implementation of a task called the Inventive English Word Formation in Public Spaces for an undergraduate English Morphology course within the English Language Education program of a university in Indonesia. This task was created based on students’ feedback that they disliked the typical memory-based test, which was reported to have a significant strain on them. In that regard, this task was developed to replace the teacher’s lectures and achievement test to increase students’ learning engagement and understanding of the Word Formation theory. Students were asked to morphologically analyze how Indonesian people invented new English words in commercial signs in linguistic landscapes. Sixty students were involved in the task and they were put into groups of four. Each group was assigned to write a paper reporting how they identified and explained the types and subtypes of word-formation of the invented names. The findings suggested that although students found that the task was more meaningful and engaging than the usual learning procedure, the papers they produced showed that they were still not ready for the demand of academic reading and research skills associated with the task. This task, however, promises positive avenues that can be improved and explored in future studies.",5]
["Social Action Learning: Applicability to Comrades in Adversity in Nigeria",2020,"https://doi.org/10.1080/14767333.2020.1712848","Ogun, A., Braggs, R., & Gold, J.","Action Learning: Research and Practice","The paper considers the learning of former abductees in Nigeria who enrolled on the New Foundation School University Preparatory (NFSUP) programme at the American University of Nigeria (AUN). The research question is: Can action learning enable a holistic evaluation of the student learning experiences of former terrorist abductees on a university preparatory programme at the AUN? The methodology employed is based on the praxeology of action learning, combined with grounded theory. Literature relating to abduction, stigmatisation and exclusion are considered along with coverage of the Boko Haram abduction of Chibok school girls in Nigeria. Findings show action learning enables student engagement, promotes confidence, encourages social and emotional learning and provides a forum for feedback from NFSUP students. This paper could also be relevant for preparatory and transformational courses in a wider community that includes refugees, internally displaced persons, child soldiers, teenage victims of trafficking and sexual grooming. Action learning probably enables a more holistic evaluation of student learning than Course Experience Questionnaires. A hybrid of both approaches should be considered by educational institutions as an assessment tool.",5]
["Cloud-Based M-Learning: A Pedagogical Tool to Manage Infrastructural Limitations and Enhance Learning",2020,"https://files.eric.ed.gov/fulltext/EJ1268798.pdf","Okai-Ugbaje, S., Ardzejewska, K., Imran, A., Yakubu, A., & Yakubu, M.","International Journal of Education and Development Using Information and Communication Technology","The concept of blending mobile learning and cloud computing (cloud-based m-learning) is potentially a strong fit for higher education in developing countries with inadequate infrastructure. Notwithstanding the potential benefits, while a substantial number of theoretical studies exist, there are limited studies focusing on the practical implementation of such learning opportunities. Leveraging on the success of mobile technology in Nigeria, this study proposes a contextual cloud- based m-learning model. To explore the suitability of the proposed model in practice, a case study based trial was conducted using a blended approach, in which m-learning complemented the traditional teaching and learning in a Nigerian university. Applying the principles of social constructivism and the theory of optimal experience (Flow), learning was designed to be collaborative, motivating and engaging. Data were collected via questionnaire and observation of 208 undergraduate students. The outcome of the trial showed that cloud-based m-learning offered practical solutions to the limited IT infrastructure at the university and allowed for the merits of student-centered learning to be gradually introduced. This had a positive self-reported impact on students’ learning. This study demonstrates how cloud-based m-learning exploiting local opportunities, can be effectively implemented to enhance learning in higher institutions with a paucity of resources.",5]
["Student Engagement and Perceived Gains in Transnational Education in Ghana",2021,"https://doi.org/10.1108/IJCED-11-2020-0085","Owusu-Agyeman, Y., & Amoakohene, G.","International Journal of Comparative Education and Development","Purpose Following recent calls for partner institutions to address the seeming weaknesses in transnational education (TNE) delivery especially in host institutions, this article was developed to generate new insights into how student engagement could explain perceived gains in TNE in a host university in Ghana. Design/methodology/approach A quantitative research design was used to gather and analyse data from students (n = 197) who were enrolled in different masters' programmes with three different TNE partners from Europe. We relied on a survey to collect data from participants who were sampled by way of simple random sampling method. Consequently, the data was analysed using structural equation modelling. Findings Results revealed that the psychological, behavioural and sociocultural perspectives of student engagement have positive effect on students' perceived gains in TNE. Across the findings, student–lecturer engagement, student' assessment, students' sense of belonging and peer engagement demonstrated strong positive effect on students' perceived gains in TNE. The study further revealed that a supportive campus environment and cross-cultural interaction among students enhance students' sense of belonging. Originality/value The findings of this article add to an emerging body of literature that suggest that student engagement provides rich information for enhancing the experiences of students who enrol in TNE programmes. Additionally, by integrating supportive campus environment as part of the multidimensional construct which has not been addressed in previous TNE student engagement literature, this shows the significance of institutional structures and commitment to supporting student engagement.",5]
["Factors Affecting Learners’ Perception of E-Learning during the COVID-19 Pandemic",2022,"https://www.emerald.com/insight/2414-6994.htm","Perera, R. H. A. T., & Abeysekera, N.","Asian Association of Open Universities Journal","Purpose The purpose of this paper is to identify the factors affecting learners' perception of e-learning during the Coronavirus-2019 (Covid-19) pandemic. Furthermore, it investigates mechanisms that enhance students' engagement in e-learning, especially under the constraints created by the pandemic. Design/methodology/approach Quantitative research approach was used, and data were collected using a structured questionnaire. The sample consisted of 163 undergraduates registered at the Faculty of Management Studies of the Open University of Sri Lanka (OUSL). The structured questionnaire was designed taking into consideration learners attached to different regional centers and study centers of the OUSL. Findings As per the findings, performance expectancy, social influence, effort expectancy and service quality are the factors which have significant effects on students' “intention to use” e-learning as a method of pursuing education. Furthermore, it was observed that 65.6% of the students had access to technology through mobile phones, while 53.4% of the students had engaged in e-learning for the first time. This was mainly due to restrictions that were imposed during the Covid-19 pandemic. Practical implications The study will help in formulating policies and introducing procedures in relation to online teaching-learning models to be used by both teachers and learners, especially in similar pandemic situations in the future. Originality/value This study will assist to determine the effectiveness of the e-learning system used by the OUSL. The findings highlighted the importance of improving information technology (IT) facilities available at all the regional and study centers across Sri Lanka.",5]
["The Use of Activity, Classroom Discussion, and Exercise (ACE) Teaching Cycle for Improving Students’ Engagement in Learning Elementary Linear Algebra",2022,"http://dx.doi.org/10.30935/scimath/11405","Syarifuddin, H., & Atweh, B.","EUROPEAN JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION","The main focus of the study was to identify the the effects of the ACE teaching cycle approach on students’ engagement in learning of Elementary Linear Algebra. The Elementary Linear Algebra course was delivered at the Mathematics Education Study Program of State University of Padang, Indonesia. An action research methodology was adopted for the study and the constructivist theory was used as a theoretical framework. This study used mixed methods to collect, describe, and interpret the data. The data were collected through focus group discussion, classroom observations, and questionnaire. The participants in this study consisted of 37 students enrolled in the Elementary Linear Algebra course during the January-June 2011 semester. The ACE teaching cycle approach that was implemented in this study consisted of three steps. The first step in this cycle was the concept maps activity. This activity encouraged students to prepare for the topics that would be discussed in the class. The next step was classroom discussion which provided a social context in which the students could work together to solve mathematics problems. Finally, exercises were assigned as homework. In this part, students practised solving mathematics problems and wrote reflective journal. Students’ involvement in the ACE teaching cycle approach in the Elementary Linear Algebra course improved their engagement in mathematics learning in the three domains of cognitive engagement, affective engagement and behavioural engagement.",5]
["Evaluating Teacher Performance in Language Learning Classes: The Gap between Students and Department Administrators",2019,"https://doi.org/10.1080/13540602.2019.1625763","Wei, W., & Hui, S. K. F.","Teachers and Teaching: Theory and Practice","Using data from multiple evaluation instruments to evaluate university teachers’ teaching quality has been popular in practice; however, the inconsistency of these evaluation results has not received sufficient attention. This study intended to fill the gap by investigating the main reasons for the discrepancy in teaching performance that resulted from student evaluation surveys and classroom observations of two administrators from the English department in one of the largest universities in Vietnam. Student evaluation surveys (n = 604) suggested that teachers performed better in activities that focused on instructional techniques than when promoting classroom interaction and student engagement. Structural equation models further showed that activities that engaged them in learning and promoted classroom interaction had a strong positive effect on their overall satisfaction with their teachers’ performances. However, interviews with administrators from the department revealed the conflicting finding that they felt that teachers whose teaching performance was less satisfactory should focus primarily on instructional techniques.",5]
["Investigating Self-Regulated Learning Strategies for Digital Learning Relevancy",2021,"https://doi.org/10.32890/mjli2021.18.1.2","Anthonysamy, L., Ah Choo, K., & Soon Hin, H.","Malaysian Journal of Learning and Instruction","Purpose - The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology - A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings - The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance - This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed.",5]
["Exploring the Perception of Students Using Student-Centered Learning Approach in a Malaysian Public University",2020,"http://dx.doi.org/10.5430/ijhe.v9n1p204","Benlahcene, A., Lashari, S. A., Lashari, T. A., Shehzad, M. W., & Deli, W.","International Journal of Higher Education","This study investigated students’ perception towards language courses using student-centered learning approach at University Utara Malaysia (UUM). Students’ perception was measured through a model termed as environmental, cognitive, affective, and metacognitive mediation (ECAM) which is a common teaching and learning technique used in classroom activities. To assess the implementation of ECAM; qualitative analysis was conducted based on observations of students’ activities in two language courses. The findings of the study indicated that the students employed the techniques of ECAM model. However, cognitive mediation learning technique was extensively used by the students. Moreover, audio-taped interviews were also conducted with four voluntary undergraduate students. The findings from the interviews’ interpretation revealed that students also explicit positive viewpoints about student-centered learning approach.",5]
["Integrated Learning and Project-Based Learning for Project of Electrical Measurement and Instrumentations in Electrical Engineering Course",2020,"https://files.eric.ed.gov/fulltext/EJ1242181.pdf","Chaijum, N., & Hiranyachattada, T.","European Journal of Science and Mathematics Education","Using integrated learning and project-based learning can make correlation of knowledge and skills in order to make students apply the knowledge to become a new knowledge for creating project to be prepared for Thailand 4.0 with the topic electrical measuring instrumentation project with the Internet of thing. The research process divided into 3 parts: 1) topics analysis and objectives analysis for integrated learning 2) project-based learning for projects assignment and 3) Integrated learning and project-based learning. The sample were 18 4th year students in Electrical engineering manufacturing department, Bansomdejchaopraya Rajabhat University. The assessment stages were followed by 1) project proposal 2) project planning and design 3) project implementation 4) project evaluation and 5) project presentation and report. The result found that: students can create their electrical measuring instrumentation group's project from this learning method and the students' evaluation and feedback were agree with this learning model. In conclusion, leaning by using integrated learning and project-based learning can improve thinking skills, teamwork skills, use of technology and other skills related to their project topic such as microcontroller and computer programming also promoting students-centered and gives the opportunity to make discussion between students and lecturer to suggest and solve students problems.",5]
["Synchronous Collaborative Writing Instruction in a University EFL Context: Challenges and Solutions",2021,"http://dx.doi.org/10.18844/wjet.v13i4.6259","Chanwaiwit, P., & Inpin, B.","World Journal on Educational Technology: Current Issues","This study explored EFL instructors’ perceptions and practices to identify challenges of teaching synchronous collaborative writing (SCW) and then proposed solutions to the problems. The instructor survey of practices in online English writing instruction was sent to 52 instructors from 15 regional universities in Thailand; 51 responded to the survey and, after selection, 24 participants were included. Data also included classroom observations and interviews. The participants felt unprepared to teach SCW because of insufficient online pedagogical skills in engaging students in the classroom and a lack of technology skills in managing online classrooms, facilitating real-time collaborative writing and giving objective formative assessments. The findings suggest that EFL instructors improve their teaching quality regarding student engagement, goals, content, tools, classroom management strategies, instructor and student roles, SCW activities and assessment. These discoveries enable educators to develop contextualised guidelines for SCW practices and suggest initial preparation for EFL cyber education. Keywords: Online learning challenges, synchronous collaborative writing, EFL writing teaching practices, EFL writing instruction",5]
["Promoting EFL Learner Autonomy in a Teacher-Centered Culture through Video-Sharing and Collaborating in Online Forums",2019,"http://dx.doi.org/10.5294/laclil.2019.12.1.5","Edwards, R., Holguín-Barrera, M. D., Ortiz, A. C., & Pérez, M.","Latin American Journal of Content and Language Integrated Learning","This action research was undertaken at a university language center in Ambato, Ecuador, as a result of concerns over the high level of teacher dependence among learners of English as a Second Language (EFL). The project aimed at assessing the development of autonomous learning behavior and the motivational impact of student collaboration on encouraging a change in student behavior toward autonomy. The participating students were 154 EFL students of lower advanced levels who engaged in a 5-week intervention addressed at encouraging autonomous listening comprehension practice through videos. Participants used the Moodle® platform to share videos with peers of the same level, who were also able to post comments on the content of the videos. Quantitative and qualitative parameters were used to assess the achievement of two objectives: the extent of the development of autonomous behavior; and the extent of the motivational impact of student collaboration on encouraging autonomous behavior. Analysis of participation showed development of student autonomy when measured against three of the four parameters used. Analysis of feedback showed the platform-based collaborative learning strategy had a significant impact on student motivation and engagement during the intervention. Feedback included the recommendation to extend and improve the intervention, while complementing it with a medium to allow greater interaction in real time.",5]
["Mobile-Assisted Language Learning in Chinese Higher Education Context: A Systematic Review from the Perspective of the Situated Learning Theory",2022,"https://doi.org/10.1007/s10639-022-11025-4","Li, F., Fan, S., & Wang, Y.","Education and Information Technologies","Recent years have witnessed numerous systematic investigations on mobile-assisted language learning (MALL). However, very few research synthesis studies focused on the higher education context in mainland China. This paper provides a systematic review of the findings of 23 studies published between 2015 and 2020 in mainland China. The aim of this review is twofold: 1) to examine prevalent researched elements in extant MALL studies; and 2) to investigate ways in which the two original components of the Situated Learning Theory (SLT), including Legitimate Peripheral Participation and Communities of Practice (Lave & Wenger, 1991), have a bearing on MALL. This systematic review resulted in two major findings. First, five key researched elements were revealed, e.g., target language teaching areas, and adopted applications/software. Second, guided by the two original elements of SLT, four derived elements were identified, namely authenticity, social interactions and collaborations, apprenticeship learning, and beliefs and behaviours. The findings suggest the need to develop sound MALL pedagogies associated with sociocultural aspects of language learning in relevant contexts. This review study also provides insights into how Chinese language professionals and practitioners can improve curriculum design and resource development to adapt to future trends in MALL.",5]
["Evidence and Benefits of Postgraduate International Students-Staff Members Partnership in Extra-Curricular Activities: A Malaysian Perspective",2019,"https://doi.org/10.1080/07294360.2018.1436527","Nachatar Singh, J. K.","Higher Education Research and Development","The student engagement concept has been revolutionised so that students play an active role alongside staff members in determining their student learning experiences. Although the development of student–staff partnerships enhances student engagement and experience, empirical research on partnerships in Malaysia is scant. This paper contributes to the growing scholarly literature on such partnerships – in particular, exploring postgraduate international students and staff members’ partnership dimensions in extra-curricular activities at a research university in Malaysia. This qualitative study interviewed 33 postgraduate international students, 10 academic staff and 12 professional staff members. Based on the findings, the student–staff partnership model is well integrated into the extra-curricular activities: international students are invited to co-design and implement adjustment programmes for newly arrived international students. This paper also explores the multi-layered benefits of partnerships for postgraduate international students and for staff members. The implications of such partnerships for the university, international students and staff members are discussed.",5]
["Business Students’ Perspectives on Case Method Coaching for Problem-Based Learning: Impacts on Student Engagement and Learning Performance in Higher Education",2022,"https://doi.org/10.1108/ET-03-2021-0106","Song, B. L., Lee, K. L., Liew, C. Y., Ho, R. C., & Lin, W. L.","Education & Training","Purpose The aim of this study is to examine the experiences of business students on case method coaching for problem-based learning and its influence on student engagement and learning performance in the context of Malaysian private higher education. Design/methodology/approach This study applied quantitative method with a self-administered questionnaire survey was used to collect data from 410 undergraduate business students from five top private universities in Malaysia using convenience sampling. Structural equation modelling (SEM) was used to analyse the data, and five hypotheses were tested. Findings The findings reported that learning assessments, analytical skills, interpersonal skills and interdisciplinary learning have significantly influenced student engagement. Student engagement is positively correlated to the learning performance. Overall, the business students have positive perception on the case method coaching approach for problem-based learning as an effective learning tool in classroom. The case method coaching is able to garner students' interest in learning, improve engagement with peers and educators and enhance their learning performance. Practical implications Higher education institutions can leverage on effective planning and implementation strategies for case method coaching for problem-based learning through more effective coaching strategies, enhance education curricula, allocation of adequate resources, and qualified and trained business educators as coaches. Originality/value The present study provides new insights on coaching in business education. This study developed a new framework integrating features of case method coaching and problem-based learning to the outcomes of student engagement and learning performance within the context of business education.",5]
["A Scientific Writing Pedagogy and Mixed Methods Assessment for Engineering Education Using Open-Coding and Multi-Dimensional Scaling",2020,"https://doi.org/10.1007/s10798-019-09504-w","Tao, J., McClure, S. C., Zhang, X., Waqas, M., & Wen, X.","International Journal of Technology and Design Education","Assessments of new pedagogical practices usually rely on instructor oriented surveys and questionnaires to measure student perceptions of teaching methods; however, fixed response categories in structured questionnaires might bias results. This paper demonstrates a mixed methods approach using open and multi-dimensional scaling (MDS) for a student-oriented exploratory analysis and visualization of perceptions of teaching methods. A scientific writing and research methodology course is a required course for first year PhD students in software engineering and geo-infomatics at Wuhan University, China. PhD students attending this course came from countries whose first language is not English, and from a variety of software engineering and geo-infomatics domains. The problem therefore, was to elicit un-mediated perceptions of course assignment, reduce and generalize the resulting data for interpretation. A graphical visualization of themes emerging in student responses to two open-ended questions about an assignment provided a basis for inferring student interests and needs. In this course, an assessment of a task oriented problem-solving experience was implemented through a mixed method strategy incorporating qualitative methods, exploratory data mining techniques, and cartographic visualization. The visualization shows that participating students generally perceived the exercise as challenging, helped them understand journal requirements, and develop ways to survey texts to extract information. The results also suggested that this consensus breaks down in terms of each participant’s own goals, domain, and research interests. Unstructured questions, open coding, and MDS visualization might also prove to be helpful in the process of devising and assessing other student centered pedagogies.",5]
["Triple-Blend of Classroom Instruction, Online Facilitation and External Exposure: Outcomes and Challenges",2022,"https://doi.org/10.1177/09504222211030855","Wong, T. A., & Cheah, W. C.","Industry and Higher Education","This study examines the practice, outcomes and challenges of a “triple-blend” approach which combines the components of classroom instruction, online facilitation and external exposure. Examining this pedagogical approach provides guidance for improving the delivery of teaching and learning. The study takes a multiple case study approach, employing action research methodology. The authors are practicing lecturers and the five cases, drawn from a private institution of higher education in Penang, Malaysia, have an average of 13.8 students, comprise undergraduate and postgraduate classes, and cover business, social science and humanities disciplines. Quantitative and qualitative comparisons are made between student cohorts. Students’ behavior and performance are tracked using an online learning management system. The findings reveal that the deployment of the triple-blend approach on aggregate produces positive outcomes in terms of student engagement and performance. However, there are instances of negative outcomes, suggesting that other factors are at play apart from the choice of pedagogical approach. Discussion of the challenges in deploying this approach shows that the process is far from homogenous. Nonetheless, the overall perspective indicates a positive relationship between the triple-blend approach and positive teaching and learning outcomes. This study provides guidance for teachers on deployment challenges and best practices.",5]
["Implementing Strategies of Entrepreneurship Education in Zimbabwe",2020,"https://doi.org/10.1108/ET-03-2020-0068","Mawonedzo, A., Tanga, M., Luggya, S., & Nsubuga, Y.","Education & Training","Purpose The aim of this paper is to explore how the strategies of entrepreneurship education in clothing and textile programmes are implemented in selected Technical Colleges in Zimbabwe. Design/methodology/approach A qualitative research approach was adopted for this paper. Purposive sampling technique was used to collect data from 42 participants through in-depth interviews and focus group discussions. Findings The findings show that there were two principal strategies that are used by lecturers in technical colleges, where entrepreneurship education is taught. The findings reveal that the implementation of the lecture method in most of these colleges deviates remarkable from each other. Given the socioeconomic and linguistic backgrounds of the learners, lectures are delivered in both English and the dominant local language, and the notes are written on the blackboard. Experiential learning, which is the placement of students in textile and clothing industries, was revealed to be another strategy, which was not achieving the intended results as most of the students were engaged in unrelated activities. The implementation of the two methods fall short of internationally recognised and pedagogically acceptable strategies that ought to instil the necessary skills in students to become future entrepreneurs in the textile and clothing industries in Zimbabwe and in Africa. Research limitations/implications One of the limitations of the paper is that data was not collected from production managers from the clothing manufacturing industry and from the Ministry of Higher and Tertiary Education officials, especially those from the Curriculum Development Unit. However, the core of this paper is on implementing strategies from the perspectives of lecturers and students. Another limitation of the paper is that data was collected only from three technical colleges in Harare, Manicaland and Midland provinces. There are a total of nine such colleges in Zimbabwe. Nonetheless, since this a qualitative paper, its aim is not to generalise its findings but to provide in-depth and rich information about implementing strategies in Clothing and Textile programmes in selected TVET colleges. Originality/value The paper presents some pertinent recommendations to enhance a better implementation of the strategies used in entrepreneurship education to ensure that upon graduation, graduates can be self-employed and create jobs. This could help in curbing the high unemployment rate in Zimbabwe as well as in Africa in general.",5]
["Testing ERE Cycle in Teaching Business Communication Courses: Experiential Learning Strategies",2019,"https://files.eric.ed.gov/fulltext/EJ1216811.pdf","Akhtar, R. N., & Hussain, N.","Journal of Education and Educational Development","Effective communication skills demonstrate the capacity and efficacy of any business graduate; however, the business industries have continuously raised their concerns on the lack of effective business communication (BC) skills, to serve the requirements of rapidly growing communication within and outside the organizations. Among many factors, teaching methods at higher education have been identified as a major factor that does not allow working skills to be developed. Scholars and researchers have tried to explore and test Experiential Learning (EL) techniques in teaching different courses of business administration programs. EL theory presents a playfield where learners can learn the best by doing (Kolb, 1984). Although business education around the world has already inculcated EL strategies into its system, in Pakistan EL theory is at its initial stage. In this regard, the researcher developed an ERE cycle which was based on Kolb’s (1984) EL theory and tested its impact on the grades of the students of oral and written communication skills. The study was conducted using one sample t-test in the paradigm of quantitative research. Three classes of BBA and MBA from oral and written communication courses were selected for this study. This research compared mean scores of these classes with the population mean over the last three years. The results showed a significant positive difference between the sample mean scores and population mean. The study proved that EL based ERE cycle could prove very effective in the enhancement of the skills of business communication students that were reflected in their performance in exams. The study aimed to provide communication faculty, trainers and institutes the opportunity to explore and utilize the effectiveness of the ERE cycle and perform further researches to extend the utilities of EL based teaching methods.",5]
["Entrepreneurship Education and Training in Indian Higher Education Institutions: A Suggested Framework",2021,"https://doi.org/10.1108/ET-10-2020-0310","Chhabra, M., Dana, L.-P., Malik, S., & Chaudhary, N. S.","Education & Training","Purpose The study aims to evaluate the components of entrepreneurship education and training (EET) in India. The paper proposes a framework for an effective EET regime for amalgamating entrepreneurship education as fundamental to mainstream higher education in India. Design/methodology/approach The current study utilises a qualitative research technique, that is, the narrative inquiry methodology based on in-depth interviews. The study respondents included sixteen educators who are actively engaged in EET and related activities for a minimum of ten years. Findings The study identified five broad “meaning units” or “themes,” that is, “incremental pedagogical efficiency and flexible evaluation systems,” “entrepreneurial experience of the faculty,” “extended support,” “holistic mentoring” and “experiential learning” as components of an effective EET regime. Originality/value The study will help the policymakers and higher education institutions (HEIs) revisit their policy frameworks and practices to promote entrepreneurial capacity and entrepreneurial intentions among students. The study will also help to gain deeper insights into EET components and will propose a framework for an effective EET regime based on its findings.",5]
["Impact of Field Visits on Students’ Knowledge towards Rural Development: An Empirical Study on Brac University",2021,"https://ssrn.com/abstract=3943153","Jahan, R., & Shamsuddoha, M.","Education Quarterly Reviews","The education system of the 21st century mainly accentuates on pragmatic and collaborative learning where field trip is one of the most prominent methods of learning. Considering this, Brac University arranges a lot of experiential learning activities. Visiting different programs of BRAC is one of them where every student of the university is taken to observe the development trends in rural areas of Bangladesh. This study explores the impact of those visits. The methodology of this research includes both qualitative and quantitative approaches. A survey was conducted where 200 students were selected who visited programs of BRAC. Subsequently, a focus group discussion was arranged where 40 students had taken part. The study shows that this field visit helps students becoming more attached to villages, and it inhibits a sense of responsibility among many of them. This research may help policy makers to design their curriculum more effectively in the future.",5]
["Implementation of Online Learning Program in Migrant Community: Teachers’ Challenges and Suggestions",2022,"http://dx.doi.org/10.17718/tojde.1050351","Lwin, S., Sungtong, E., & Auksornnit, V.","Turkish Online Journal of Distance Education","While several scholarship opportunities are available to Myanmar migrants and refugee students in Thailand, many students face difficulties finding affordable and convenient ways to prepare for university entry requirements. To provide lifelong learning opportunities for these marginalized young adults, flexible online learning programs can play a significant role. This exploratory qualitative case study presents the challenges hindering the implementation of an online learning program in Mae Sot, a Thai town on the border with Myanmar. The study also reports suggestions of the participants in dealing with challenges of online learning for migrant students. Nine administrators and teachers of migrant learning centers (MLCs) in Tak province participated in this study. Semi-structured interviews and document analysis were methods applied. Although the migrant community acknowledges the benefits and opportunities of online learning, MLCs have not yet fully implemented eLearning as a mode of education. There are particular challenges to effectively implement the online learning program in the migrant community. Six challenges are identified: accessibility, support services, attitude, networking, contents, and accreditation, along with solutions proposed by the participants. This study claims that lack of accessibility, attitude and networking in the community are the major barriers among the other challenges in the migrant community. In dealing with challenges, three main recommendations proposed by the participants were: to develop courses for the beginner level, to establish an online learning study center with suitable infrastructure and resources in the migrant community, and to have regular communications with the migrant education providers.",5]
["The Eve of the 1896 Revolution: Experiencing Philippine History through Immersive and Gamified Learning",2020,"https://www.legofoundation.com/media/1063/learning-through-play_web.pdf.","Moscoso, M. O., de Jesus, A. K. P., Abagat, R. F. D., Centeno, E. G., Custodio, R. R. D. V., Embate, J. M. L., Pine, E. J. M., Belano, Z. D., Crudo, E. R. P., Lopega, D. B., & Mangubat, L. J.","Asian Association of Open Universities Journal","Purpose Katipuneros RPG: Bisperas ng Himagsikan (Katipuneros RPG: The Eve of the Revolution) is an immersive and gamified theater that engages its “audiences” in the initiation rites of a secret revolutionary movement in the Philippines in 1896. This descriptive qualitative research evaluates such experiential approach to learning history by investigating the experiences and insights of a group of students from the University of the Philippines Los Baños (UPLB), who participated in Katipuneros RPG. Design/methodology/approach Textual data obtained from the participants' reflection papers and focus group discussion transcripts were analyzed using open and axial coding. Findings Three key themes summarized the participants' learning experiences as they went through the play, as follows: (1) Katipuneros RPG as an immersive, interactive and intrinsically motivating medium for learning history; (2) the knowledge, values and skills that served as facilitating factors for their learning and (3) the insights the participants gained about history and life in general. Practical implications The research argues that in Katipuneros RPG, learners take on a more active role in studying history as the “teacher” vanishes in lieu of a learning system the allows students to think critically, reflect and collaborate. The approach integrates elements of development theater, immersive play and gamified learning, as well as the principles of constructivist, play-based and multi-sensorial learning. Social implications As an innovative learning tool, it is a viable medium to teach history in the current socio-political context of the Philippines. Originality/value The study hopes to contribute to literature on pedagogical approaches for teaching and learning history through immersive environments.",5]
["Current Teaching Methods in STEM Departments—A Road Map for Fundamental University Educational Reform: Evidence from Lebanon",2022,"http://dx.doi.org/10.1108/JARHE-09-2020-0307","Sabat, M., Abdel-Massih, R. M., Kanaan, A., Salloum, S., Serhan, M., Fares, R., Haddad, N., & Melki, A.","Journal of Applied Research in Higher Education","Purpose The purpose of this paper is to: (1) explore existing practices of STEM faculty at a private Lebanese university and (2) assess the extent of implementation of active learning among faculty members of selected STEM departments. Design/methodology/approach The Working Group on “Integrating Modern Scientific teaching methodologies in STEM” (IM-STEM) at a tertiary university in Lebanon advocates for novel research-based methods to enhance STEM education. This pilot study investigated, using a modified version of the Wieman and Gilbert “Teaching Practices Inventory”, the current teaching methods used by faculty members in selected STEM departments. Findings Remarkably, most respondents admit a willingness to incorporate new teaching methods. Main findings indicate that traditional teaching via didactic lecturing remains prevalent in the STEM classrooms at the tertiary academic institution in Lebanon despite sporadic individual efforts by faculty members to utilize unconventional methods and active learning. Research limitations/implications One major limitation that influenced the efficiency of this study is the small number of respondents (71 faculty members). More in-depth data collection combining quantitative and qualitative data should be done in future studies. Practical implications Gaining insight into the actual methods used in STEM fields in various departments can help the university management to better understand the key importance of educational reform. Originality/value The main value of this paper is to serve as a prelude for educational reform at a tertiary academic institution.",5]
["Regular Farm Family Visits as an Approach to Community Engagement and Learning in Agricultural Higher Education: A Sri Lankan Experience",2021,"https://openjournals.libs.uga.edu/jheoe/article/view/1732/2707","Wijerathna, M., & Kopiyawattage, K. P. P.","Journal of Higher Education Outreach and Engagement","This study employed a mixed approach to evaluate the “regular farm-family visits” by undergraduate students of the Faculty of Agriculture, University of Peradeniya in Sri Lanka as a community engagement and learning approach. Data collection was done using a questionnaire survey with the students and structured interviews with the host farm families. The journals submitted by students on their learning experience were also examined as a qualitative measure. According to the results of the study, “farm-families” have served as a “social laboratory” for the students and both students and the community had been benefitted. Elements of community based learning, experiential learning, service learning and problem based learning were identified as the embedded characteristics of this learning approach. Identified strengths and limitations would be important to improve this pedagogical method of community engagement and learning in agriculture higher education.",5]
["“Minga,” Participatory Action, and Social Justice: Framing a Decolonization Process for Principled Experiential Learning among Indigenous Shuar Communities in Amazonian Ecuador",2019,"https://doi.org/10.1177/1053825918817871","Gadhoke, P., Sanchez, P. J., Zajkowski, M., Taylor, K., & Brenton, B. P.","Association for Experiential Education","Background: A case study of an undergraduate scholars program in New York and our long-term partnership with four Indigenous Shuar communities living in Morona-Santiago, Ecuador. Purpose: To introduce principled strategies for building an ethical experiential learning framework based on a decolonization process, Indigenous community work models and integrated perspectives from the multiple stakeholders involved. Method/Approach: A synthesis of academic literature, reflexivity as a team contending with our own decolonization processes, participant observation, and the in-depth interviews with key community members, drawn from semistructured interviews conducted from 2017 to 2018. Findings/Conclusion: The outcome of this synthesis were four distinct principles for a more holistic, ethical, and effective framework: shared investment, shared sense of accountability, pacts of reciprocity, and social bonds. The principles offered emphasize the critical dynamics of ensuring mutual benefit between university programs and Indigenous community partners within an experiential education context. Implications: These principles can be used by institutions to both evaluate the substance of their ethical relations and also develop socially just standards for community engagement and student mentorship when working with Indigenous communities.",5]
["Integrating Green and Sustainable Chemistry into Undergraduate Teaching Laboratories: Closing and Assessing the Loop on the Basis of a Citrus Biorefinery Approach for the Biocircular Economy in Brazil",2019,"https://doi.org/10.1021/acs.jchemed.9b00286","Zuin, V. G., Segatto, M. L., Zandonai, D. P., Grosseli, G. M., Stahl, A., Zanotti, K., & Andrade, R. S.","Journal of Chemical Education","One of the keys to achieving the United Nation’s Sustainable Development Goals (SDGs) in education is to introduce novel pedagogical strategies into university curricula in order to promote an enhanced acute sense of sustainability in future professionals, teachers, and decision-makers. This paper aims at analyzing the effectiveness of including green and sustainable chemistry on the basis of a systems thinking framework to introduce a glocal (global scale, local impact) hot-type topic in an experimental chemistry course for first-year undergraduate Chemical Engineering students from a public Brazilian university located in São Paulo state, Brazil. The enormous amount of waste generated locally by the citrus processing industry was used as a case study for a guided-inquiry laboratory experiment that addressed concepts found in interfaces with other systems, such as biorefineries, biocircular economies, and green technologies and professional education programs. On the basis of student feedback, the alternative procedure proved to be technically and pedagogically effective, showing that problem-based glocal issues can be useful tools for developing sustainability-minded future professionals. Additionally, a set of green and sustainable chemistry education (GSCE) principles composing a new metric called the Green and Sustainable Chemistry Education Compass Rose was proposed that could help educators develop and assess novel experiments to modernize and introduce the scientific concepts and tools needed to face the world’s greatest challenges.",5]
["The Effect and Influence of Undergraduate Research on Medical Undergraduates in China",2019,"https://doi.org/10.1002/bmb.21194","Huang, Q., Yue, Z., Lin, J., Zhang, Y., Yuan, S., Zhuang, Q., & Peng, C.","Biochemistry and Molecular Biology Education","Undergraduate research (UR) refers to a series of scientific research activities for undergraduates. For the past few years in China, medical colleges and universities have increasingly attached importance on UR, aiming to provide undergraduates with better scientific research conditions, improve their understanding about scientific research and their basic scientific skills. Chinese medical undergraduates participate in scientific research spontaneously. However, the specific effects of UR are still unclear. In China, few quantitative standards to evaluate the detailed roles and effects of medical undergraduates' UR are available yet. To explore how UR influences Chinese medical undergraduates' scientific research abilities and their individual development, we conduct a cross-sectional analytical study by anonymous self-administered questionnaires. The questionnaires access the scientific research capabilities and qualities of students. The results show that students who participate in UR are equipped with better self-evaluation of designing research projects, using statistical software, making figures and charts, evaluating experimental results and performing experiments than those who do not; and the students who persist in UR have the highest self-evaluation on the abilities mentioned above. Hence, through quantitative criteria, it can be concluded that UR can help Chinese medical undergraduates build interest in scientific research, develop scientific thinking and basic research capacities, and set a solid foundation for future research. © 2018 International Union of Biochemistry and Molecular Biology, 00(00):1–10, 2018. © 2018 International Union of Biochemistry and Molecular Biology",5]
["Enhancing Instructional Leadership Using In-House Training",2020,"http://dx.doi.org/10.26634/jet.17.2.17099","Islam, M. R.","Journal of Educational Technology","This research is to investigate the role and function of in-house training to enhance the instructional leadership practices at the college-level higher education in Bangladesh. The existing policies regarding instructional leadership enhancement project is relatively unstudied and unpracticed in Bangladesh. To guide the study, an interpretivist paradigm and a qualitative research design are chosen to make sense of the complex social phenomenon of instructional leadership and in-house training. Again, the principals, vice-principals, heads of the department (HODs) and classroom teachers of five tertiary colleges of Pabna District were purposefully selected as participants. There are 8 semi-structured interviews for 5 principals and 5 vice principals, 10 HODs and 10 classroom teachers under central research questions. The gathered qualitative data were also analysed thematically. This study used various data triangulation methods to establish validity and reliability. All ethical consents were maintained very strictly. From the data analysis, the study finds that the instructional leadership practices can be enhanced through various cost effective inhouse trainings like workshop, seminar, professional conversations, motivational discussions, mentoring, coaching, and conferencing. Successful in-house trainings establish proper mindset, develop soft skills, and enhance academic and applied understanding and proficiency on instructional issues. The study also explores that the outcome of the in-house trainings would be far better if it could be arranged under the supervision and coordination of an external training provider. If it can be done, the faculty members can get the flavor of both external and in-house training.",5]
["Effects of multi-stakeholder platforms on multistakeholder",2018,"https://doi.org/10.1371/journal.pone.0197993","Sartas M, Schut M, Hermans F, Asten Pv, Leeuwis C","PLoS ONE","Multi-stakeholder platforms (MSPs) have been playing an increasing role in interventions aiming to generate and scale innovations in agricultural systems. However, the contribution of MSPs in achieving innovations and scaling has been varied, and many factors have been reported to be important for their performance. This paper aims to provide evidence on the contribution of MSPs to innovation and scaling by focusing on three developing country cases in Burundi, Democratic Republic of Congo, and Rwanda. Through social network analysis and logistic models, the paper studies the changes in the characteristics of multi-stakeholder innovation networks targeted by MSPs and identifies factors that play significant roles in triggering these changes. The results demonstrate that MSPs do not necessarily expand and decentralize innovation networks but can lead to contraction and centralization in the initial years of implementation. They show that some of the intended next users of interventions with MSPs–local-level actors–left the innovation networks, whereas the lead organization controlling resource allocation in the MSPs substantially increased its centrality. They also indicate that not all the factors of change in innovation networks are country specific. Initial conditions of innovation networks and funding provided by the MSPs are common factors explaining changes in innovation networks across countries and across different network functions. The study argues that investigating multi-stakeholder innovation network characteristics targeted by the MSP using a network approach in early implementation can contribute to better performance in generating and scaling innovations, and that funding can be an effective implementation tool in developing country contexts.",6]
["Research, evidence, and the global innovation ecosystem: A performance evaluation of the use and utility of the higher education solutions network to solve development challenges",2021,"https://pdf.usaid.gov/pdf_docs/PA00XG66.pdf","Moore, A.-M., Felix, E., & Alldredge, J. M.","USAID","At all levels, high quality education provides a foundation for economic growth, improved health, and peaceful, resilient societies. It also supports countries on their journey to self-reliance (USAID 2018), as higher education institutions (HEIs) play a critical role by spurring innovations to solve global development problems in low- and middle-income countries (LMICs). USAID launched the Higher Education Solutions Network (HESN) program in 2012 to strengthen the role of HEIs in development. Since its founding, HESN has invested $115 million in eight HESN Development Labs in universities throughout the United States and in Africa. These funds build lasting partnerships between HEIs and diverse stakeholders in LMICs, which allows them to finance workshops and learning events, produce high-quality data sets and new methodologies, and carry out a broad array of research. USAID commissioned this evaluation to help stakeholders understand (1) the conditions and models that generate effective partnerships with USAID Missions, Bureaus, and Independent Offices (MBIOs); (2) how HESN worked to improve the use of research findings; and (3) their potential LMIC policy impacts. The mixed-methods performance evaluation uses survey, bibliometric, administrative, interview, and focus group data to examine the use and utility of the core- and buy-in-funded activities to USAID and its development partners. The evaluation shows that the eight HESN Development Labs played a vital role in achieving HESN’s goals in collaboration with USAID, policymakers, and other partners. HESN-supported researchers and development practitioners created more than 900 products and technologies that address poverty-related challenges in communities worldwide. The HESN Development Labs developed 291 data sets or datarelated technologies, engaged more than 1,200 partners in 83 countries, and directly affected 7.1 million beneficiaries across 35 countries. The evaluation results show that HESN activities funded through core investments from USAID tended to generate products that were more useful to a public audience (for example, data sets shared and reused by other researchers). In contrast, activities funded directly by MBIOs (“buy-in activities”) were most useful in meeting the strategic goals of specific countries. Products supported using a hybrid of core and buy-in funding often led to follow-on work for the HESN Development Labs. Because they served a broader audience, these products also tended to be more cost-efficient. Recommendations from the evaluation suggest that USAID (1) link U.S. government-funded research and innovation activities to USAID country development strategies, (2) maintain flexible scopes of work that allow for cross-sectoral research, (3) continue investing in technology and evidence-based research and innovation, and (4) continue to use a combination of core- and buy-in-funded activities to meet the Agency’s research objectives. The cost-efficiency results also suggest that investments in universities located in LMICs may obtain the best value for money for research and innovation projects.",6]
["Implementing human and institutional capacity development with agricultural higher education institutions: The genesis of iAGRI.",2016,"https://repository.ruforum.org/system/tdf/Erbaugh.pdf?file=1&type=node&id=36525&force=","Erbaugh, J. M., Kraybill, D. S., Minde, I. J., & Hansen, D. O.","RUFORUM Institutional Repository","The Innovative Agricultural Research Initiative (iAGRI) is a long-term investment in agricultural higher education and research capacity in Tanzania funded by USAID under the Feed the Future initiative. The main goal of the iAGRI project was to improve food security and agricultural productivity in Tanzania by strengthening the training and collaborative research capacities of Sokoine University of Agriculture (SUA) and the Ministry of Agriculture, Livestock and Fisheries (MALF). The need for the project was identified by the Government of Tanzania and USAID who recognized that the agricultural training, research, and outreach capacity of SUA to boost food production and reduce food insecurity was lacking. The project was designed to address these gaps by focusing on multiple dimensions of capacity building including human resource development (long term degree training), collaborative research, institutional capacity development and improved linkages with other universities in the USA and in the Global South. The experience of The Ohio State University, partner US universities, and the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) in implementing earlier institutional development projects around the world and in East Africa informed the early design and approaches used to implement and address these capacity development components. Long-term degree training of Tanzania post-graduates occurred in the United States, at RUFORUM affiliated institutions in East and Southern Africa, and in India. Following the former collaborative research support program (CRSP) model, thematic collaborative research programs were launched in Tanzania that engaged scientists from partner universities in the U.S. with research scientists from SUA and MALF. Former projects that established enhanced linkages between agricultural higher education institutions (AHEI) and the private sector were implemented through new and innovative programmatic approaches such as the Innovation Portfolio. Through the course of project implementation, it became apparent that to improve institutional capacity there was a need to focus on organizational change and improved linkages with external stakeholders including the private sector, in tandem with human resource development to improve the administrative culture and working environment and transform SUA into a 21st century university. The leadership and change management initiative represented a unique departure from past capacity programs and as a major contribution of the iAGRI project to agricultural higher education institution capacity development initiatives.",6]
["Experiential Learning Model: Improving Entrepreneurial Values through Internship Program at Start-Ups",2022,"https://doi.org/10.1108/HESWBL-01-2021-0014","Lantu, D. C., Suharto, Y., Fachira, I., Permatasari, A., & Anggadwita, G.","Higher Education","Purpose The development of teaching methods in the field of entrepreneurship education is a challenge for academics to achieve “real active learning.” This paper aims to investigate the effectiveness of learning experience through internship program at start-ups. This paper examines the benefits and challenges from stakeholders' experiences and perspectives (business students, start-ups and universities). The authors focus on the entrepreneurial values obtained by exploring start-up processes, culture and work environments. Design/methodology/approach This study uses qualitative research with a case study approach by applying experiential learning. The objects of this research are students of the School of Business and Management and start-ups in Indonesia. This study divides the pilot program of internship at start-ups into three stages, designing process, execution and evaluation. The analysis technique uses an interpretive approach from interviews and observations of internships based on experiential learning. Findings The results showed that the internship program at start-ups in this study has benefits for all major stakeholders, especially students. The results of student learning experiences show that start-ups' characteristics such as a creative work environment, egalitarian work culture and dynamic workflow flexibility can increase their professional and moral values. Research limitations/implications This study has several limitations, including the internship program designed in this study, which is still raw and has several shortcomings. Time series in testing experiential learning is another limitation. For further study, it is necessary to conduct longitudinal research to measure the effectiveness of the start-ups' internship program. Originality/value This study provides new insights on experiential learning in developing an internship program at a start-up as an effort to increase entrepreneurial value for business students. This study highlights the possibility that an internship program at a start-up will have an impact on students' entrepreneurial values and competencies.",6]
["Implementing Strategies of Entrepreneurship Education in Zimbabwe",2020,"https://doi.org/10.1108/ET-03-2020-0068","Mawonedzo, A., Tanga, M., Luggya, S., & Nsubuga, Y.","Education & Training","Purpose The aim of this paper is to explore how the strategies of entrepreneurship education in clothing and textile programmes are implemented in selected Technical Colleges in Zimbabwe. Design/methodology/approach A qualitative research approach was adopted for this paper. Purposive sampling technique was used to collect data from 42 participants through in-depth interviews and focus group discussions. Findings The findings show that there were two principal strategies that are used by lecturers in technical colleges, where entrepreneurship education is taught. The findings reveal that the implementation of the lecture method in most of these colleges deviates remarkable from each other. Given the socioeconomic and linguistic backgrounds of the learners, lectures are delivered in both English and the dominant local language, and the notes are written on the blackboard. Experiential learning, which is the placement of students in textile and clothing industries, was revealed to be another strategy, which was not achieving the intended results as most of the students were engaged in unrelated activities. The implementation of the two methods fall short of internationally recognised and pedagogically acceptable strategies that ought to instil the necessary skills in students to become future entrepreneurs in the textile and clothing industries in Zimbabwe and in Africa. Research limitations/implications One of the limitations of the paper is that data was not collected from production managers from the clothing manufacturing industry and from the Ministry of Higher and Tertiary Education officials, especially those from the Curriculum Development Unit. However, the core of this paper is on implementing strategies from the perspectives of lecturers and students. Another limitation of the paper is that data was collected only from three technical colleges in Harare, Manicaland and Midland provinces. There are a total of nine such colleges in Zimbabwe. Nonetheless, since this a qualitative paper, its aim is not to generalise its findings but to provide in-depth and rich information about implementing strategies in Clothing and Textile programmes in selected TVET colleges. Originality/value The paper presents some pertinent recommendations to enhance a better implementation of the strategies used in entrepreneurship education to ensure that upon graduation, graduates can be self-employed and create jobs. This could help in curbing the high unemployment rate in Zimbabwe as well as in Africa in general.",6]
["Entrepreneurship Education and Training in Indian Higher Education Institutions: A Suggested Framework",2021,"https://doi.org/10.1108/ET-10-2020-0310","Chhabra, M., Dana, L.-P., Malik, S., & Chaudhary, N. S.","Education & Training","Purpose The study aims to evaluate the components of entrepreneurship education and training (EET) in India. The paper proposes a framework for an effective EET regime for amalgamating entrepreneurship education as fundamental to mainstream higher education in India. Design/methodology/approach The current study utilises a qualitative research technique, that is, the narrative inquiry methodology based on in-depth interviews. The study respondents included sixteen educators who are actively engaged in EET and related activities for a minimum of ten years. Findings The study identified five broad “meaning units” or “themes,” that is, “incremental pedagogical efficiency and flexible evaluation systems,” “entrepreneurial experience of the faculty,” “extended support,” “holistic mentoring” and “experiential learning” as components of an effective EET regime. Originality/value The study will help the policymakers and higher education institutions (HEIs) revisit their policy frameworks and practices to promote entrepreneurial capacity and entrepreneurial intentions among students. The study will also help to gain deeper insights into EET components and will propose a framework for an effective EET regime based on its findings.",6]
["Soft Factors in Global ICT Sector Development: Studies with Bangladeshi and Rwandan ICT Workers",2021,"http://dx.doi.org/10.7302/3846","Kano, T.",null,"Some low- and middle-income countries (LMICs) aim to designate the information and communication technology (ICT) sector as a central pillar to expedite their economic development, and a key element of ICT sector development is to nurture capable ICT workers. Scholars and policymakers concerned with those ICT workers tend to focus on nurturing hard technical skills; however, there is increasing evidence that “soft factors”—less tangible elements that affect the performance and behavior of ICT workers—are just as important. In this dissertation, I investigated the importance of certain soft factors for the development of ICT professionals, and ultimately the entire ICT sector, in LMICs. I use mixed methods across four projects that consisted of interviews to derive hypotheses, surveys for socio-economic correlation analysis, and a field experiment to evaluate the impact of training. My research focused mainly on young ICT professionals from Bangladesh and Rwanda—LMICs that focus on the ICT industry—who had foundational training in ICT and who had the potential to be ICT leaders in their countries. It was known that international experience such as study abroad programs could have dramatic effects on professionals from LMICs, but little was known about the actual impact of such programs, or whether their impact could be gained through other means. This dissertation consists of four interrelated projects. Project 1 analyzed what group of university students majoring in ICT in Bangladesh was most likely to be interested in experiences abroad. I found that top-tier university students tended to prefer to work in high-income countries and others expected to remain in Bangladesh, and the desire to go abroad correlated with parental income, attendance at elite universities, gender, and the presence of role models abroad. Project 2 explored the reported strengths and challenges of Rwanda’s ICT sector. I found that (1) there are sincere and widely shared aspirations for ICT-led national development; (2) policy support for ICT entrepreneurship is successful at helping to start ICT-based businesses but not at maintaining them or helping them succeed; and (3) some challenges in higher education exist. Project 3 found a gap between the expectations that Rwandan had for studying abroad and the learning outcomes of their international experiences. Specifically, while the candidates expected to have knowledge-based growth (e.g., hard skills), the returnees identified experience-based growth and mindset changes as the main learning outcomes. Based on the findings in Project 3, Project 4 implemented an intervention to develop the soft factors for young ICT engineers in Bangladesh who were interested in working abroad. The results suggest that soft factors training for ICT human resources can have some positive effect on individuals’ adaptation to new environments when they started working, especially in a foreign country. This dissertation makes several new contributions. First, these findings support the critical role of experiences abroad in cementing soft factors among ICT workers, and point to these workers’ potential value in their home countries’ national ICT sector development. Second, it builds on the existing theory of brain circulation by opening an avenue of inquiry about the initial emigration required for brain circulation; indeed, it appears that there is much to be understood with respect to migration dynamics pre-diaspora. Third, I argue that leap-frogging into a robust ICT economy is unlikely but that ICT workers’ development can be accelerated.",6]
["Self-Regulated Learning in Refugee Entrepreneurship Education: A University-Based Program for Tibetan Entrepreneurs in India",2019,"https://doi.org/10.1080/15595692.2018.1557632","Nayak, G., Salovaara, I. M., & Wade, J.","Diaspora, Indigenous, and Minority Education","This article presents a case study evaluation of an entrepreneurship education (EE) program for Tibetan refugees in India. In the context of both calls for and critiques of entrepreneurial support strategies for refugee communities, the authors of this study used mixed methods and ethnographic approaches to reflect upon the delivery and reception of the Tibetan Entrepreneurship Development initiative’s preincubation training program during its third cycle. Two innovative features of this program—its use of the material and intellectual resources of a university to support the refugee-entrepreneurs and its pedagogical emphasis on self-regulated learning—might serve as a model for similar initiatives among refugee groups in South Asia and beyond. Examining the participants’ evolving entrepreneurial visions of themselves and their community, we offer critical reflections on the program’s successes and areas for improvement.",6]
["Transnational Education for Regional Economic Development? Understanding Malaysia’s and Singapore’s Strategic Coupling in Global Higher Education",2021,"https://doi.org/10.1111/ijtd.12242","Schulze, M. P., & Kleibert, J. M.","International Journal of Training and Development","Fostering innovation and upskilling labour pools have become key goals in national economic development plans and education and training system reforms since the mid-1990s. For their transformation into knowledge-based economies, countries in Southeast Asia have relied on importing transnational higher education providers and have envisioned themselves as international education hubs. As existing research from transnational education and higher education governance studies as well as economic geography and regional studies has not sufficiently addressed this nexus of transnational education and regional economic development, this paper investigates the role of foreign higher education institutions in economic development strategies in Malaysia and Singapore. It explores why and how states have strategically coupled their higher education systems with transnational education. The comparative case analysis draws on empirical evidence from 42 semi-structured interviews. It finds that despite the two states' ostensibly similar ambitions to attract foreign higher education institutions, policies and outcomes differ strongly. Whereas in Malaysia a structural coupling led foreign subsidiaries to provide foreign degrees to domestic students and generate revenue in the private higher education sector, in Singapore foreign subsidiaries have been deployed strategically to upgrade the talent pool and public higher education system of the city-state via functional coupling. Conceptualizing transnational education policies as forms of strategic coupling contributes to understanding their embeddedness within states' broader, historically formed economic development strategies.",6]
["Exploring Foreign Entrepreneurial Ecosystems through Virtual Exchange",2020,"https://doi.org/10.14705/rpnet.2020.45.1117","Cheikhrouhou, N., & Marchewka, M.","Designing and implementing virtual exchange – a collection of case studies","This case study reports a Virtual Exchange (VE) between students at Cracow University of Economics (Poland) enrolled in business courses and students from the High Institute of Technological Studies of Béja (Tunisia) enrolled in an entrepreneurship course. The main aim of the project was to enhance students’ awareness of similarities and differences between the Polish and the Tunisian entrepreneurial ecosystems. The goals also included improving language skills, Information and Communication Technology (ICT) literacy, teamwork, and increasing their self-confidence. The chapter describes the schedule of the project, tasks that students accomplished, and the technological and communication tools that were used. Finally, the study includes conclusions and suggestions for future initiatives.",6]
["Towards Developing a Pro-Entrepreneurship Internship Program: An Appraisal of Southern University Model",2020,"https://doi.org/10.34293/education.v8i3.2670","Huda, K. N.","Shanlax International Journal of Education","The main purpose of this research is to identify the problems of traditional internship programs conducted at tertiary level educational institutions and propose a practical model of the internship entrepreneurship program. The qualitative research method has been used here to explore the existing problems of traditional internship programs, and rationalize the necessity of entrepreneurship internship program of Southern University Bangladesh (SUB)as an alternative to the traditional internship program. In this regard, three focused group discussions were conducted with three main stakeholders, namely the faculty guide, the internship supervisors of the host company, and the student interns. The study discovered different weaknesses of traditional internship programs conducted in the university, including the limited scope of internship, noncooperation by the host companies, and the limitation of time. However, all the stakeholders are on the same page regarding the incapacity of traditional internship programs in developing the entrepreneurial spirit and aspiration among the interns. The study proposed the SUB model as an independent way to conduct an entrepreneurship-friendly internship program at tertiary level education, which may help the concerned to overcome the challenges of a traditional internship program. This research may contribute to the body of knowledge of higher education management and may support academia to develop an entrepreneurship development centered curriculum.",6]
["Enablers of Entrepreneurial Self-Efficacy in a Developing Country",2019,"https://doi.org/10.1108/ET-10-2018-0226","Memon, M., Soomro, B. A., & Shah, N.","Education & Training","Purpose The purpose of this paper is to investigate the factors affecting entrepreneurial self-efficacy (ESE) in a developing country (Pakistan). The literature reports that entrepreneurship education does not enhance the level of ESE of the students. In the same vein, it is strongly emphasized that self-efficacy is the basic element in the entrepreneur’s undertakings. However, limited research has been conducted on the subject and the factors that impact ESE in the context of developing economies. Design/methodology/approach A quantitative approach was adopted, and data were collected from the 564 target respondents of different private and public universities of Pakistan. Structural equation modeling was used to investigate the association between the variables of the conceptual model. Findings This study found a positive and significant impact of the predictors, entrepreneurial knowledge, entrepreneurial experiences, instrumental readiness and risk propensity on ESE among the students. Practical implications The findings of the study will help in developing self-efficacy for entrepreneurship in young potential entrepreneurs. They will also assist higher education management in developing and designing entrepreneurship academic curriculum and programs for the achievement of program learning outcomes. In addition, the findings will contribute to the literature of entrepreneurship and self-efficacy factors in the context of the developing country. Originality/value The results of the study confirm empirically tested factors that have a positive impact on ESE in a developing country setting.",6]
["Entrepreneurship Education, Entrepreneurial Self-Efficacy, Need for Achievement and Entrepreneurial Intention among Commerce Students in Pakistan",2022,"https://doi.org/10.1108/ET-01-2021-0023","Soomro, B. A., & Shah, N.","Education & Training","Purpose The present study undertook an empirical investigation of entrepreneurship education, self-efficacy, need for achievement and entrepreneurial intention among Pakistan's commerce students. Design/methodology/approach The authors applied quantitative methods based on cross-sectional data. The commerce students of the different public sector universities are targeted through a random sampling technique. The authors used a survey questionnaire to attain the responses from respondents. Finally, 184 usable cases are utilized to assume the hypothesized paths. Findings By applying the structural equation modeling (SEM), the findings of the study demonstrate a significant positive effect of constructs of entrepreneurship education (EE), that is, opportunity recognition (OR) and entrepreneurship knowledge acquisition (EKA) on entrepreneurial self-efficacy (ESE), entrepreneurial intention (EI) and need for achievement (NFA). Besides, ESE and NFA are found to be the robust predictors of EI. Practical implications The findings provide significant guidelines to policy-makers and university authorities for developing useful EE courses to uplift and boost students' skills to face today's considerable business and entrepreneurship challenges. The study also helps to generate eagerness among students in selecting entrepreneurship as a career option. Originality/value This study suggests the confirmation of EE's significant role in developing ESE, NFA and EI among commerce students.",6]
["Identifying the Challenges of Involvement in Entrepreneurship Activities among a Group of Undergraduates",2020,"https://doi.org/10.33200/ijcer.697597","Farid, S. M., & Rahman, S. A.","International Journal of Contemporary Educational Research","Entrepreneurship activities have been promoted in Malaysian universities through entrepreneurship education, mainly with the aim to minimize youth unemployment rate in Malaysia. The effort may have been hindered due to many reasons that may explain the lack of effectiveness of entrepreneurship education found in previous studies. The present study was conducted to identify the challenges of involvement in entrepreneurship activities among a group of undergraduates from a public university in Malaysia. Qualitative data was collected from three males and seven female undergraduates who were selected to participate in semi-structured interviews. They were asked to provide insights on their lives as students who participated in entrepreneurship activities under the entrepreneurship center in the university they attended. Information gathered in the interviews was then analyzed using thematic analysis. There were two major themes found in this study which are external challenges and personal challenges. The findings are expected to provide insight on the key challenges faced by students as a result of their involvement in entrepreneurship activities. It could also contribute to the efforts to improve entrepreneurship education in Malaysia, and in turn inform the development of programs to develop interventions that improve entrepreneurship activities in higher learning institutions.",6]
["Internationalizing Research in Kazakhstan Higher Education: A Case Study of Kazakhstan’s State Program of Industrial Innovative Development 2015 to 2019",2019,"https://doi.org/10.1177/1028315318786445","Jumakulov, Z., Ashirbekov, A., Sparks, J., & Sagintayeva, A.","Journal of Studies in International Education","This article describes the nature and impact of a major recent education policy aimed to transform higher education in Kazakhstan, the State Program of Industrial Innovative Development 2015 to 2019 (SPIID-2). This inquiry sought to understand and describe the role of internationalization of higher education in SPIID-2, and more specifically its role for developing university research. Kazakhstan’s industrial innovative development program promotes university–industry collaboration and universities’ international partnerships to enhance the role of the university in the economic development of the country, consistent with the imperatives and opportunities of the knowledge-based economy. The role of internationalization, particularly, involving international partner institutions, in this policy, contributes to quality assurance and informed decision making. Findings are based on content analysis of policy texts and interviews with university representatives.",6]
["Undergraduates Entrepreneurial Intention: Holistic Determinants Matter",2021,"http://dx.doi.org/10.11591/ijere.v10i1.20733","Kowang, T. O., Apandi, S. Z. B. A., Hee, O. C., Fei, G. C., Saadon, M. S. I., & Othman, M. R.","International Journal of Evaluation and Research in Education","The role of entrepreneurship in job creation and unemployment reduction is well established by prior studies. Hence, one of the ways to address the unemployment issue among young graduates in Malaysia is to explore how entrepreneurial intention could be embraced into the broader context of the country's education system. Empirical research found that prior studies on entrepreneurship education in Malaysia tends to focus on reviewing educational policies, issue and challenges. The concept of the entrepreneurial intention determinants beyond entrepreneurial education remains ambiguous. Hence, this study advances the discussion in entrepreneurship education by reviewing determinants for entrepreneurial intention from holistic perspective by integrating Model of Personality Traits and the theory of planned behavior (TPB). Five determinants for entrepreneurial intention are identified from literature review, which are entrepreneurship attitude, subjective norm, behavior control, entrepreneurship education and personality traits. The study is quantitative based, 360 questionnaires were distributed to the undergraduates from three faculties of a public university in Malaysia, with 199 responded. Data was analyzed via Pearson correlation and ANOVA analysis. Finding from the study suggested all the five entrepreneurial determinants are significantly correlated with entrepreneurial intention, and there is no significant difference on entrepreneurial intention based on faculty. However, one of the remarkable finding is Entrepreneurship Education is viewed as determinant with the lowest correlation coefficient with entrepreneurial intention. The implication of this finding is perhaps the content of entrepreneurial education shall emphasize on cultivating students’ entrepreneurial attitude, behavioral and personality rather than the theoretical part of entrepreneurial and entrepreneurship.",6]
["Institutional Logic Meets Global Imagining: Kazakhstan’s Engagement with China’s Belt and Road Initiative",2021,"https://doi.org/10.1007/s10734-020-00634-y","Lee, J. T., Lo, W. Y. W., & Abdrasheva, D.","Higher Education: The International Journal of Higher Education Research","Theoretical ideas about globalization and internationalization of higher education emphasize the tension among different ideologies of higher education. According to literature, a competition among states, economy, knowledge, and status generates this tension to drive higher education development. This theoretical understanding not only shapes our global imaginations but also permeates the organizational behavior of universities. In this paper, we focus on the institutional logics that motivate universities in Kazakhstan to engage with China’s ambitious Belt and Road Initiative (BRI). We investigate the ways that Kazakhstani higher education interprets and responds to China’s vision of a global order. Based on interviews conducted at 10 higher education institutions (HEIs) in Kazakhstan, we argue that Kazakhstan’s engagement with the BRI circumvents the cultural connectivity and global cooperation that are embraced by Chinese policy discourse and perpetuated by academic literature. Rather, institutional leaders in Kazakhstan operate with a utilitarian logic that seeks revenue generation, links with industry, and opportunities for students in employment and further education. The pursuit of these strategic outcomes demonstrates a bilateral engagement with China rather than the multilateral cooperation envisioned by policymakers. In a higher education system dominated by the state, the institutions in our study exhibit partial agency to accrue pragmatic benefits rather than concede to isomorphic pressures or mimic internationalization from neoliberal contexts. The discrepancy between policy discourse from China and policy reception in Kazakhstan raises questions about the rhetoric of a multipolar global order and the realities of international cooperation in higher education.",6]
["Prospect and Limits of China-Eu Relations in Higher Education: A Danish Case Study",2019,"https://doi.org/10.1007/s11516-019-0013-9","Welch, A., & Xu, X.","Frontiers of Education in China","Along with China’s economic growth, the notable rise of its universities and innovation system has inspired growing interest in how the higher education institutions (HEIs) of the European Union (EU) cooperate with Chinese HEIs. Beginning with a review of China-EU higher education relations, this paper presents a case study of a Sino-Danish collaborative programme in which cooperation and programme quality were limited by both partners’ different aims over time, and their alternate quality assurance systems. We suggest a proper collaborative level and discipline should be developed before the establishment of cooperation by taking relevant policies, merits and disadvantages of both partners, into consideration. This paper also points out that limits in collaboration can be alleviated, if a number of elements can be used effectively, such as China’s significant EU knowledge diaspora. Given this and other listed factors, including favorable policies introduced by the Chinese government, there are substantial prospects for extending China-EU collaborative relations and exchanges.",6]
["Effects of multi-stakeholder platforms on multistakeholder",2018,"https://doi.org/10.1371/journal.pone.0197993","Sartas M, Schut M, Hermans F, Asten Pv, Leeuwis C","PLoS ONE","Multi-stakeholder platforms (MSPs) have been playing an increasing role in interventions aiming to generate and scale innovations in agricultural systems. However, the contribution of MSPs in achieving innovations and scaling has been varied, and many factors have been reported to be important for their performance. This paper aims to provide evidence on the contribution of MSPs to innovation and scaling by focusing on three developing country cases in Burundi, Democratic Republic of Congo, and Rwanda. Through social network analysis and logistic models, the paper studies the changes in the characteristics of multi-stakeholder innovation networks targeted by MSPs and identifies factors that play significant roles in triggering these changes. The results demonstrate that MSPs do not necessarily expand and decentralize innovation networks but can lead to contraction and centralization in the initial years of implementation. They show that some of the intended next users of interventions with MSPs–local-level actors–left the innovation networks, whereas the lead organization controlling resource allocation in the MSPs substantially increased its centrality. They also indicate that not all the factors of change in innovation networks are country specific. Initial conditions of innovation networks and funding provided by the MSPs are common factors explaining changes in innovation networks across countries and across different network functions. The study argues that investigating multi-stakeholder innovation network characteristics targeted by the MSP using a network approach in early implementation can contribute to better performance in generating and scaling innovations, and that funding can be an effective implementation tool in developing country contexts.",7]
["Implementing human and institutional capacity development with agricultural higher education institutions: The genesis of iAGRI.",2016,"https://repository.ruforum.org/system/tdf/Erbaugh.pdf?file=1&type=node&id=36525&force=","Erbaugh, J. M., Kraybill, D. S., Minde, I. J., & Hansen, D. O.","RUFORUM Institutional Repository","The Innovative Agricultural Research Initiative (iAGRI) is a long-term investment in agricultural higher education and research capacity in Tanzania funded by USAID under the Feed the Future initiative. The main goal of the iAGRI project was to improve food security and agricultural productivity in Tanzania by strengthening the training and collaborative research capacities of Sokoine University of Agriculture (SUA) and the Ministry of Agriculture, Livestock and Fisheries (MALF). The need for the project was identified by the Government of Tanzania and USAID who recognized that the agricultural training, research, and outreach capacity of SUA to boost food production and reduce food insecurity was lacking. The project was designed to address these gaps by focusing on multiple dimensions of capacity building including human resource development (long term degree training), collaborative research, institutional capacity development and improved linkages with other universities in the USA and in the Global South. The experience of The Ohio State University, partner US universities, and the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) in implementing earlier institutional development projects around the world and in East Africa informed the early design and approaches used to implement and address these capacity development components. Long-term degree training of Tanzania post-graduates occurred in the United States, at RUFORUM affiliated institutions in East and Southern Africa, and in India. Following the former collaborative research support program (CRSP) model, thematic collaborative research programs were launched in Tanzania that engaged scientists from partner universities in the U.S. with research scientists from SUA and MALF. Former projects that established enhanced linkages between agricultural higher education institutions (AHEI) and the private sector were implemented through new and innovative programmatic approaches such as the Innovation Portfolio. Through the course of project implementation, it became apparent that to improve institutional capacity there was a need to focus on organizational change and improved linkages with external stakeholders including the private sector, in tandem with human resource development to improve the administrative culture and working environment and transform SUA into a 21st century university. The leadership and change management initiative represented a unique departure from past capacity programs and as a major contribution of the iAGRI project to agricultural higher education institution capacity development initiatives.",7]
["Private Sector Engagement in Workforce Development Programming: Why it Matters",2020,"https://www.edu-links.org/sites/default/files/media/file/YouthPowerBrief4_v2.pdf","YouthPower Action","USAID","The goal of this brief is to provide guidance on a variety of private sector engagement strategies that can support youth workforce development in the Latin America and the Caribbean (LAC) region. It was prepared as a follow-up to USAID’s LAC Workforce Development Webinar Series. This brief provides practical tools, examples, approaches, and methodologies for private sector engagement. It also highlights some promising practices that may be relevant to USAID staff and implementers.",7]
["CULTIVATING INNOVATION DURING COVID-19: MALAWIAN HIGHER EDUCATION AND LOCAL SOLUTIONS IN CRISIS RESPONSE",2020,"https://www.edu-links.org/sites/default/files/media/file/Malawi%20MUST-ISP%20Case%20Study_Final_Dec20.pdf","USAID, CENTER FOR EDUCATION AND INNOVATION, TECHNOLOGY, AND RESEARCH HUB","USAID","Higher education institutions closed their physical campuses in late March 2020 in response to the COVID-19 virus. Many institutions were not equipped to deliver classes virtually. Students no longer residing on campus faced challenges accessing learning materials due to inaccessible or unreliable Internet connections. Higher education institutions faced financial difficulties stemming from unpaid student fees and a loss of revenue from teaching, learning, research, community outreach, and publication activities. Despite these challenges, several higher education institutions in Malawi demonstrated their critical role in addressing the pandemic by advancing research and innovation. Notably, USAID partner Malawi University of Science and Technology (MUST) embraced this role, developing innovative solutions. This case study underscores the importance of partnerships during crises in expanding capacity for research and innovation within higher education institutions and outlines the broad societal benefits of this increased capacity.",7]
["HIGHER EDUCATION AND INDUSTRY COLLABORATIONS",2022,"https://www.edu-links.org/sites/default/files/media/file/Higher%20Education%20and%20Industry%20Collaborations_%20A%20Primer_508%20version.pdf","USAID","USAID","This document supports USAID’s Higher Education (HE) Learning Agenda and the goals of USAID’s HE Program Framework. The document provides an overview of the existing scholarship to strengthen evidence-based activity implementation to assist USAID Missions, implementing partners, and other practitioners in better supporting higher education programming in collaboration with the private sector. From the ten learning questions of the HE Learning Agenda, this primer captures key considerations for question 7: “How can HEIs collaborate more effectively with the private sector to enhance the relevance and quality of teaching and learning, and research and innovation?”",7]
["Enhanced Conceptual Understanding, 21st Century Skills and Learning Attitudes through an Open Inquiry Learning Model in Physics",2021,"http://dx.doi.org/10.3926/jotse.1004","Abaniel, A.","Journal of Technology and Science Education","The study is grounded in the fact that in Southeast Asia, there are few studies on the effects of authentic, inquiry-based learning, or instruction in the field of Science education. This study investigated the effects of the open inquiry learning model in Physics on the concept and 21st century skill attainment, and learning attitudes of grade 12 students of a state university in the Philippines. The study involved a pre-test-posttest experimental design using quantitative approaches. Normalized Hake gain was used to determine the effectiveness of the open inquiry learning model in enhancing the concept attainment of students. Non-parametric test, particularly, Wilcoxon signed ranks test, determined the significant difference between the pre and post-test scores. Net shift in pre-test and post-test scores in Colorado Learning Attitude about Science Survey (CLASS) identified a shift in the learning attitudes of students. The difference between the pre-test and post-test scores of students was found to be significant (Z=-3.927, p=0.000<0.05; Z=-3.387, p=0.001<0.05). Students achieved high Hake gain (0.82). There was also a positive shift in the learning attitudes of students. Thus, the open inquiry learning model is effective in improving the conceptual understanding, 21st century skills, and learning attitudes of students. Because of its positive effects on students’ holistic learning, further promotion of this learning pedagogy is needed, especially in the Philippines setting. A series of professional development programs anchored on this learning pedagogy may be launched to train teachers and pre-service teachers.",7]
["Exploring Open and Distance Learning Reform at the National University of Lesotho: A Managerial Perspective",2021,"https://doi.org/10.19173/irrodl.v22i4.6283","Nketekete, M., & Mojalefa, M. L.","International Review of Research in Open and Distributed Learning","This study investigated how open and distance learning (ODL) reform was managed within the Institute of Extramural Studies (IEMS), at the National University of Lesotho (NUL). The reform was introduced during the 2017/18 academic year with first-year programmes in three departments: (a) Adult Education; (b) Business and Management Development; and (c) Research, Evaluation, and Media. The study employed interviews and analysis of institutional documents as data collection techniques. Interviews were held with eight programme coordinators, four department heads, and the director of IEMS. Purposive sampling was used to select the participants to the study given their strategic position in the management and implementation of the reform. Qualitative content analysis was used to interpret the data. The findings suggested that the ODL programmes were introduced without a policy and comprehensive plan. The implementation faced several challenges such as finance, as well as infrastructural and human resources. Evidence from the literature has suggested that compared to face-to-face strategy, ODL as an educational strategy requires special resources, support, and funding. Thus, curricular materials should be adapted for the ODL context, taking into account students’ characteristics. The study found that these pertinent requirements were not considered, and implementation continued as if the reform still constituted face-to-face or campus-based instruction.",7]
["Proximity and Choice of College of Distance Education (CoDE) of the University of Cape Coast for Further Studies",2019,"https://doi.org/10.1108/IJEM-12-2017-0379","Segbenya, M., Oduro, G. K. T., Peniana, F., & Ghansah, K.","International Journal of Educational Management","Purpose The purpose of this paper is to investigate the proximity of study centres to the students of College of Distance Education, University of Cape Coast (CoDE/UCC) and whether further studies of distance learners who were teachers and employees could lead to absenteeism in their workplaces. Design/methodology/approach A sequential explanatory strategy was used. A self-administered questionnaire and unstructured interviews as well as observation guides were employed to collect data from 2,077 students pursuing business and education programmes of CoDE in all study centres across Ghana. Data were analysed with descriptive statistics and pattern matching of content analysis. Findings The study found that few teachers and other workers pursuing the distance education do absent themselves from the workplace or classroom on Fridays preceding their face-to-face session because they embarked on their journey to the study centres on Friday morning. Some teachers also absented themselves from work on Mondays after face-to-face sessions for a lack of means of transport on Sunday after lessons. The absenteeism of these respondents directly and indirectly affected their employers, students and customers. Practical implications It was therefore recommended that management of CoDE/UCC should open more study centres in all the regions especially Western, Ashanti, Upper East, Northern and Upper West Regions to reduce number of hours spent by students to their study centres and consider introducing the business programmes at the existing district centres to reduce average distance covered by these students to commute from their places of work to their respective centres in the regional capitals. It was also recommended that online/electronic learning and audio versions (impersonal communication) of the study modules should be introduced so that students would not necessary have to travel to the study centre to participate in lectures/face-to-face sessions. Originality/value The findings of this study will help managers and administrators of both public and private distance educational providers. In addition to providing basis and areas for establishing study centres for geographical proximity, findings of the study should prove helpful for designing and delivering electronic and audio versions of distance education modules to reduce the level of absenteeism in workplace for the students.",7]
["Online Aviation Learning Experience during the COVID-19 Pandemic in Hong Kong and Mainland China",2022,"https://doi.org/10.1111/bjet.13185","Ng, D. T. K.","British Journal of Educational Technology","The COVID-19 pandemic has triggered an unexpected digital revolution, speeding up universities' digital transformation worldwide. It has brought heavy disruptions to travel and mobility worldwide, but it drives the opportunity for hosting region-wide or even international academic exchanges through learning programs, workshops, and conferences via an alternative online mode. This study reports on a case study of a 1-month online aviation learning program that engaged 108 university students from Mainland China and Hong Kong during the lockdown. At first, we first recruited students in Hong Kong; however, the program registration was unsatisfactory. This could be attributed to the students' perceived future aviation career prospects and readiness of emergent remote teaching during the pandemic. In the program, we designed an alternative blended learning approach to attract students to sustain their aviation learning. First, we transformed the activities from face-to-face (F2F) to online settings using digital technologies including flight simulation and virtual visits in a web-conferencing environment. Second, we extended the reach of the event and attracted a larger audience in the neighbouring regions in Mainland China. It turned out that we could successfully recruit 108 students from 20 cities. In the end, students' interviews and motivational surveys indicated that this online learning experience could effectively enhance students' knowledge and motivational gain. Since the government has relaxed the policy of homeschooling, we organised two F2F meetings for students in Hong Kong to connect them together. This blended mode of teaching favoured the students in Hong Kong who showed a greater motivation than those in Mainland China. Furthermore, follow-up interviews for teachers revealed how they invest in new technological equipment and knowledge to support the radical changes. Overall, the virtual event eliminates geographical barriers which successfully motivate a larger audience and gain some online collaboration between universities. This article offered useful evidence for engineering educators to reflect on online informal learning, lab settings and academic exchanges, and motivate more students to revitalise aviation education and industry.",7]
["Effectiveness of Internships as Pedagogical Practices in Promoting Employability Skills amongst Graduating Students in Selected Social Science Degree Programmes in Zambia",2021,"https://doi.org/10.12973/ijem.7.4.649","Mwelwa, K., & Mawela, A. S.","International Journal of Educational Methodology","To explore their role in enhancing graduate employability, the study investigated the effectiveness of student internships as pedagogical practices in promoting employability skills amongst graduating students in four Social Science Degree programmes of selected universities in Zambia. Qualitative and quantitative data were collected from 162 participants through the questionnaires and interview guides using a mixed-methods approach. The participants included different actors in the labour industry as critical informants; graduating students taking Social Science Degree Programmes; Lecturers, and Employers. The quantitative and qualitative data were analysed using the SPSS version 24 and Atlas. Ti. Version 8, respectively. This study employed the Human Capability Approach and Human Capital theories. Findings indicated that although internship practices were considered an essential component in the social science degree programmes for skills development, their effectiveness in promoting employability skills amongst graduating students varied from one programme to the other. The findings have implications on how universities and the labour industry could work together to design and implement internship experiences for students in social science degree programmes that are more effective in promoting the acquisition of employability skills in Zambia.",7]
["What We Assess Is What We Produce: Moving towards the Development of Skills in South African FET Colleges",2021,"https://doi.org/10.1080/10668926.2020.1758241","Teane, F. M.","Community College Journal of Research and Practice","The focus of this study was to investigate the coherence between the needs of industry and the curriculum offered at Technical and Vocational Education and Training (TVET) colleges. The context of this study was TVET colleges, which is a relatively recent sector in the Department of Higher Education and Training (DHET), in South Africa. There is an unacceptably high rate of unemployment in South Africa and in particular, there is a shortage of technical skills, which the TVET sector is expected to address. Concerns have been expressed about the effectiveness of these colleges in producing graduates with employability skills. This study investigated whether the assessment strategies employed in the Electrical Engineering curriculum are appropriate in preparing the students for practice. A qualitative research design was used where a sample consisting of seven Further Education and Training (FET) College graduates and three instructors (lecturers) were selected using a snowball sampling technique. Findings of this research are that the current assessment strategy used in FET colleges (written testing) does not lead to the development of employability skills in FET graduates. The proposed TVET programs are those that promote a dual assessment throughout the course that yields the technical knowledge and employability outcomes that will meet the needs of industries.",7]
["Freedom to Learn—Independent Campus Policy: Do We Really Find Our Freedom? Journal of Education and Learning (EduLearn), 16(2), 189–198",2022,"https://doi.org/10.11591/edulearn.v16i2.20477","Christanti, R., & Sukoco, A. A.","Journal of Education and Learning (EduLearn)","What the job market demanded in the last few decades is overwhelming. Universities are working hard to meet the quality required by the job markets and it took a lot of effort, physically and mentally. Recently, the Minister of Education and Culture Republic of Indonesia releases a policy that opens up the door to unlimited resources of learning. Students will be facilitated to choose their learning sources from outside the classroom, with real professionals. It is hoped that the quality of education in Indonesia will be enhanced and universities can produce graduates who have competencies that are relevant to the needs of industry, business, and the world of work. This research mainly reviews the Freedom to Learn–Independent Campus (FLIC) policy as an opportunity to conduct independent learning. Independent to choose the more contextual source of learning. Our study context is the implementation of the FLIC program specifically at the School of Business. The researchers conducted interviews with stakeholders related to the implementation of this policy (students, faculty members, coeducators). As a result, FLIC is perceived to have a positive impact on improving student abilities. However, there are still some obstacles that can be used as a basis for policy improvement.",7]
["Students’ Perception on the Effectiveness of Industrial Internship Programme",2019,"http://dx.doi.org/10.1108/00400911211210288","Karunaratne, K., & Perera, N.","Education Quarterly Reviews","Educationalists and policy makers in the higher educational institutes have recently paid a closer attention to the concept of holistic education systems that focus at making a competent and versatile graduate. Incorporating an industrial internship programme in the degree curricular has been a vital requirement towards ensuring a holistic education system. Most of the educational scientists have emphasized the importance of letting the undergraduates to gain industrial exposure as a strategy to securing employability soon after their graduation. The objective of this paper is to explore the effectiveness of the industrial internship programme offered by Department of Textile of the University of Moratuwa (UoM) in collaboration with one of the leading apparel manufacturers in Sri Lanka. This paper also aims to identify existing weaknesses in the industrial training programme offered by the Department of Textile and to provide suggestions for improving the effectiveness of internship programme. Methodology: This study adopts the case study approach and as such study covers the students of the Department of Textiles who are undergoing training at the selected industrial training provider. Sample size used for the study represents 24 respondents out of the 67 undergraduates who completed industrial internship programme during the last three years and it represents approximately 35% of the population. Data were gathered by way of distributing a structured questionnaire followed by a semi structured interview for the selected sample. Findings and Conclusions: As per the findings of the study the students’ positive learning experiences are the chance to build up a relationship with the industry, acquire industry work culture, develop self-confidence, execute problem solving activities, develop social interaction skill, and aspire future education and career. However, the students negatively ranked the internship programme in providing opportunities for creativity build up activities, working in teams, develop managerial skills, enhance research and project skills and desire to go on learning. Students’ feedback was positive for providing a real job experience, transport, meal and good allowance. However, they have shown negative feedback on the overall structure of the internship programme since it fails to provide them an overall training covering the whole departments of the organization. Students suggest that the duration of the internship programme should be twelve months instead of six months. Study further suggests that there should be a closure dialogue between the university and the internship provider in order to address the issues face by both the interns and the training provider. Keywords: Employability, Holistic Education, Industrial Internship, Industrial Training",7]
["Experiential Learning Model: Improving Entrepreneurial Values through Internship Program at Start-Ups",2022,"https://doi.org/10.1108/HESWBL-01-2021-0014","Lantu, D. C., Suharto, Y., Fachira, I., Permatasari, A., & Anggadwita, G.","Higher Education","Purpose The development of teaching methods in the field of entrepreneurship education is a challenge for academics to achieve “real active learning.” This paper aims to investigate the effectiveness of learning experience through internship program at start-ups. This paper examines the benefits and challenges from stakeholders' experiences and perspectives (business students, start-ups and universities). The authors focus on the entrepreneurial values obtained by exploring start-up processes, culture and work environments. Design/methodology/approach This study uses qualitative research with a case study approach by applying experiential learning. The objects of this research are students of the School of Business and Management and start-ups in Indonesia. This study divides the pilot program of internship at start-ups into three stages, designing process, execution and evaluation. The analysis technique uses an interpretive approach from interviews and observations of internships based on experiential learning. Findings The results showed that the internship program at start-ups in this study has benefits for all major stakeholders, especially students. The results of student learning experiences show that start-ups' characteristics such as a creative work environment, egalitarian work culture and dynamic workflow flexibility can increase their professional and moral values. Research limitations/implications This study has several limitations, including the internship program designed in this study, which is still raw and has several shortcomings. Time series in testing experiential learning is another limitation. For further study, it is necessary to conduct longitudinal research to measure the effectiveness of the start-ups' internship program. Originality/value This study provides new insights on experiential learning in developing an internship program at a start-up as an effort to increase entrepreneurial value for business students. This study highlights the possibility that an internship program at a start-up will have an impact on students' entrepreneurial values and competencies.",7]
["Career Training with Mentoring Programs in Higher Education: Facilitating Career Development and Employability of Graduates",2020,"https://doi.org/10.1108/ET-04-2019-0071","Okolie, U. C., Nwajiuba, C. A., Binuomote, M. O., Ehiobuche, C., Igu, N. C. N., & Ajoke, O. S.","Education & Training","Purpose This study explores how career training with mentoring (CTM) programs work in Nigerian higher education (HE) institutions to foster students' career development and employability of graduates. It also explores how Nigerian HE curriculum can be adequately used to facilitate CTM as well as possible constraints to effective implementation of CTM programs in Nigerian HE institutions. Design/methodology/approach The study draws on interviews with well-qualified and experienced experts from six Nigerian public universities (each from the 6 geo-political zones of Nigeria), and 20 industries also within the same 6 geo-political zones of Nigeria that were selected for this study using a purposeful sampling technique. The study interviewed 33 experts comprising 21 senior academics at Nigerian universities and 12 industry executives to reveal substantial information about CTM programs in Nigerian HE institutions. Findings Drawing on the three key themes that emerged during the thematic analysis and linked to social cognitive career theory, it is clear that participants are convinced that CTM can enhance clarity about students' career ambitions, career interests, personal development plans and employability. Findings show that there are some career-related programs or activities that Nigerian HE students are presented with, but the programs have not been effective as to offer graduates quality career guidance and employability skills that employers demand. Acknowledging these, participants recommend establishing CTM centres in all Nigerian HE institutions to provide students with the opportunity to receive quality career advice, coaching and mentoring services while schooling. Practical implications The findings of this study shed light on varying resources required to cope with the demands of labour market in terms of supply of competent workforce that can contribute to Nigeria's economic growth and development. The findings are highly relevant for Nigeria and other developing countries' policy and research initiatives that aim to promote social inclusion and equity and improve better working conditions for all. The findings also have implications for career development and employability of HE graduates in developing world context. Originality/value Understanding the role that CTM programs can play in facilitating career development and graduate employability can arguably be of importance within the developing world context. This study, therefore, provides significant suggestions on how to build sustained HEIs and labour market partnership to foster career development and employability of HE graduates through establishing CTM centres in every Nigerian HE institutions.",7]
["E-Career Canvas for Individuals’ Initiative and MBA Graduate Employability: An Exploratory Study",2022,"https://doi.org/10.1108/QAE-06-2021-0098","Pattnaik, P. N., & Shukla, M. K.","Quality Assurance in Education: An International Perspective","Purpose The purpose of this paper is to propose a model developed through a thorough qualitative analysis of pertinent stakeholder perceptions that can be used to map Master of Business Administration (MBA) students’ aspirations, goals, strengths and weaknesses to create optimal interventions and enable better employability. Design/methodology/approach This study used an exploratory research design. The authors conducted interviews with 60 stakeholders to identify themes that form constituents of the E-Career Canvas for Individuals (E-CCI) model. To assess the impact of the proposed initiative, 30 random participants were chosen for interviews from among alumni, present students, faculty, recruiters and the university administration across five years. Findings The proposed model captures the short-term and long-term goals of students concerning their career aspirations. This study has qualitatively explored the impacts of the E-CCI initiative on graduating students’ outcomes. The impacts are positive. The findings also suggest that recruiters do experience an incremental difference among graduates who have participated in the E-CCI program at an educational institute in India. Practical implications Business schools may adopt this model to create profiles of their MBA students. Students, as well as institutional administration, may work on mitigating the shortcomings and weaknesses identified through E-CCI initiatives and target the roles matching the profiles of students during placements. Originality/value This paper presents a novel model of E-CCI to capture the aspirations of MBA graduates and direct them to fulfil their goals. This study takes into consideration the viewpoints of key stakeholders involved to map the effectiveness of the model.",7]
["Producing Work-Ready Commercial Art Graduates: Stakeholders’ Perceptions",2022,"https://doi.org/10.1108/HESWBL-08-2020-0192","Sarpong-Nyantakyi, J., Osei-Poku, P., & Eshun, E. F.","Higher Education, Skills and Work-Based Learning","Purpose Graduate unemployment is widely reported not only in Ghana but also across the globe. The purpose of this study is to examine the relevance of the HND Commercial Art Programme, Graphic Design (CAPGD) option, to the graphic art industry and to determine the work readiness of graduates of HND CAPGD at the world of work. Design/methodology/approach A qualitative, evaluative case study research design was adopted to examine the perspectives of stakeholders of CAPGD. It was a multiple case study, which involved faculty members, graduates and industry-based supervisors. The study was conducted using in-depth semi-structured interviews and focus group discussions to obtain in-depth interpretations and conclusions that reflected the perceptions of the stakeholders. Findings The qualitative results indicate that the existing curriculum, based on the old polytechnic educational system, does not provide adequate practical approach to teaching and learning processes. Hence the majority of graduates lack competencies to meet industry's expectations. Research limitations/implications The key limitation is lack of database on the HND Graphic Design graduates at Takoradi Technical University. This affected the data collection process as the HND Graphic Design graduate participants were not easily accessible, and, as such, much effort and risk were required to contact them. Considering the implication for education policy, the findings propose stakeholders' collaboration to ensure cross fertilization of ideas (Nwajiuba et al., 2020). Hence, a compilation of database could engender further study in this area and thus form the bases of a mixed method approach resulting in in-depth analysis for fresh insights into the study. Originality/value The findings provide unique insights into work readiness of Commercial Art graduates, specifically in Ghana, as it seeks to bridge a gap in literature.",7]
["“You Are Not as Localised as I Need”: Employability of Chinese Returning Graduates",2021,"https://doi.org/10.1108/HESWBL-09-2020-0221","Tran, L. T., Blackmore, J., & Rahimi, M.","Higher Education, Skills and Work-Based Learning","Purpose International student employability has been accorded increased emphasis in the internationalisation agendas, especially in major destination countries as it shapes universities' attractiveness to prospective international students. Having insights into returning graduates' employability in their home country has become critical given that a majority of international graduates return home after their overseas study. This study responds to this critical need by examining how foreign credentials are valued by employers in the field of accounting in China, based on in-depth interviews with employers, alumni and policymakers. Design/methodology/approach This study draws on a qualitative approach involving literature review and in-depth interviews with 28 key stakeholders: employers, returning graduates and policymakers in China and India. The key research question of the study is how foreign credentials are valued by employers in the field of accounting in China and India. This article focuses on the Chinese context. In-depth interviews with employers and policymakers focused on eliciting nuanced socio-cultural understandings as to perceptions and decisions associated with desirable graduate attributes and the relative value of credentials. Interviews with returning graduates aimed to understand how different capitals were mobilised to gain employment in the Chinese labour market. Findings The empirical findings of the study show that Chinese returning graduates could be seen to lack the localised knowledge needed to work in Chinese companies and ability to adapt to the local environment. However the possible development of a dual local and international guanxi through overseas study can be regarded as a marker of distinction in the home labour market. The associated value of such a dual guanxi signals the importance for Chinese international students to develop transnational networks while simultaneously maintaining their kinship, social and business networks locally during their overseas education. Originality/value The study provides fresh insights into a marked shift in China, with less of a preference for Western credentials, as compared to 10 years ago when overseas credentials were often regarded more favourably. Even though overseas study generally provides Chinese graduates with an exposure to international practices and global perspectives, whether such an overseas exposure and foreign language competency would be an advantage also depends on the business needs and sometimes the business model of organisations.",7]
["The Perceived Effectiveness of Technical Vocational Education Training (TVET) Practices at an Urban Tertiary Institution in Preparing Their Students for the Advanced Workplace",2019,"https://www.proquest.com/docview/2238775242","Harvey, H. A.",null,"This study will be investigating the perceptions of the implementation and modelling of best practices in technical vocational education and training (TVET) areas of endeavour. Four lecturers from three selected programmes will be investigated see how well they are preparing their students to enter the technically advanced workplace in an urban tertiary TVET institute in Jamaica. It has been reported by employers that graduates' performance has been unsatisfactory in the sectors which require technically skilled professionals (HEART Trust, 2012).This investigation will incorporate a literature review of the apprenticeship system, and the current occupational training requirements as well consider competency based methods of teaching used in the TVET classroom. This will be in the context of career development theories, and constructivist and social learning theories. A qualitative research design method will be applied, using a case study approach. In addition to data collected from the lecturers, interviews, observation and focus group discussions with three groups of 15 students will also be collected. Additionally, the Director/ Principal of the Vocational Development Training Institute (VDTI) will be interviewed. Finally, a stakeholders' report based on employee attitudes in various industries will be used to attain their perspectives on the preparedness of the TVET graduates for the workplace.The results and recommendations will be used to evaluate the best practices of the TVET lecturers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]",7]
["Area-Based Participatory Action Learning of Social Studies Pre-Service Teachers to Develop Indigenous History Learning Resources for Diversity Students in Northern Thailand",2022,"https://doi.org/10.5539/hes.v12n2p20","Mangkhang, C.","Higher Education Studies","The research aimed to 1) study the needs in developing indigenous history for diversity students in Northern Thailand, 2) develop indigenous history learning resources for diversity students in Northern Thailand through area-based participatory action learning of social studies pre-service teachers, and 3) distill learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand. The methodology of the research was based on Participatory Action Research (PAR). The sample in the research consisted of 1) community leaders, monks, school administrators, folk philosophers, and youth representatives accounting for 22 people; 2) 10 social studies pre-service teachers; 3) 8 indigenous mural painters, making a total of 40 people. The instruments used in the research were 1) unstructured interview forms, 2) forms of synthesizing knowledge to moral creativity, 3) validity assessment forms of indigenous history data, and 4) focus group discussion recording forms. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. Study results revealed that: 1) From the area-based action on the legend of Viang Malika and Phra Nang Malika from history in the educational sandbox of Chiang Mai province, it was found that the community has demand in terms of developing learning resources telling its indigenous history through the temple which is the common area in the community. The demand is to present indigenous history which is part of the historical development of the Lanna Kingdom in terms of business, politics, administration, education, religions, and the environment including women's roles as governesses or kings. This shows feminist concepts appearing on the page of indigenous history and reflects equality in stepping over physical limitations of the body (disability). The frame limiting gender is destroyed through the history of leaders and kings in indigenous history has influenced the development of the history of the historical development of the Thai local society up to the present time. 2) Developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diverse students in Northern Thailand has brought about indigenous history learning resources integrating cooperation between universities, communities, temples, and schools. Indigenous history learning resources have been brought about, which helps promote quality learning management. And 3) From distilling learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand, the important social studies competency of social studies pre-service teachers for 4 aspects were found. This is called the competency of area-based social studies learning or so-called \"VCAP\" consisting of 1) Value Domain, 2) Cognitive Domain 3) Affective Domain and 4) Psychomotor Domain, which helps promote occupational competency of pre-service teachers to be more efficient.",7]
["Student-Centred Learning in Higher Education: Implications for the Jamaican Workplace",2019,"http://dx.doi.org/10.30828/real/2019.3.8","Wallder, S. R., & Brown, N. J.","Research in Educational Administration & Leadership","This paper explores the experience, impression and understanding of student centred learning by 44 business education students at a university in Jamaica. The study sought to establish whether such a learning approach enhances the competencies of students in accord with the demands made by employers for critical employee characteristics in the 21st century workplace, whilst also enhancing learning outcomes in students’ current studies. The research reported here was informed through two studies, using complementary methodologies in qualitative and quantitative data collection and analysis. The first study utilised a survey instrument, while the second employed focus groups. The findings revealed that students generally held positive views of student centred learning and that they believed it enhanced their learning experience in their current studies. However, they were not clear as to whether the approach was being utilised fully and/or effectively and whether current resources were adequate to support the effective implementation and maintenance of such an approach. Findings further revealed that many of the competencies developed through the practise of student centred learning are complimentary to not only desirable, but indeed, identified characteristics that the 21st century worker should be ideally equipped with, according to the International Labour Organisation (Brewer, 2013). These characteristics also being in accord with the demands of employers in Jamaica. This latter point being affirmed by a senior figure from the Jamaica Employers’ Federation through a one-on-one interview. The importance of “gearing” such learning at the tertiary level to the demands of employers for well prepared and effective employees that complement and indeed enhance the workplace is recognised as a national imperative, and thus policy, as developed through educational leadership should be in accord. This research posits that the utilisation of student centred learning will not only benefit learning at the tertiary level, it will also better prepare graduates for the workplace.",7]
["Implementing Strategies of Entrepreneurship Education in Zimbabwe",2020,"https://doi.org/10.1108/ET-03-2020-0068","Mawonedzo, A., Tanga, M., Luggya, S., & Nsubuga, Y.","Education & Training","Purpose The aim of this paper is to explore how the strategies of entrepreneurship education in clothing and textile programmes are implemented in selected Technical Colleges in Zimbabwe. Design/methodology/approach A qualitative research approach was adopted for this paper. Purposive sampling technique was used to collect data from 42 participants through in-depth interviews and focus group discussions. Findings The findings show that there were two principal strategies that are used by lecturers in technical colleges, where entrepreneurship education is taught. The findings reveal that the implementation of the lecture method in most of these colleges deviates remarkable from each other. Given the socioeconomic and linguistic backgrounds of the learners, lectures are delivered in both English and the dominant local language, and the notes are written on the blackboard. Experiential learning, which is the placement of students in textile and clothing industries, was revealed to be another strategy, which was not achieving the intended results as most of the students were engaged in unrelated activities. The implementation of the two methods fall short of internationally recognised and pedagogically acceptable strategies that ought to instil the necessary skills in students to become future entrepreneurs in the textile and clothing industries in Zimbabwe and in Africa. Research limitations/implications One of the limitations of the paper is that data was not collected from production managers from the clothing manufacturing industry and from the Ministry of Higher and Tertiary Education officials, especially those from the Curriculum Development Unit. However, the core of this paper is on implementing strategies from the perspectives of lecturers and students. Another limitation of the paper is that data was collected only from three technical colleges in Harare, Manicaland and Midland provinces. There are a total of nine such colleges in Zimbabwe. Nonetheless, since this a qualitative paper, its aim is not to generalise its findings but to provide in-depth and rich information about implementing strategies in Clothing and Textile programmes in selected TVET colleges. Originality/value The paper presents some pertinent recommendations to enhance a better implementation of the strategies used in entrepreneurship education to ensure that upon graduation, graduates can be self-employed and create jobs. This could help in curbing the high unemployment rate in Zimbabwe as well as in Africa in general.",7]
["Testing ERE Cycle in Teaching Business Communication Courses: Experiential Learning Strategies",2019,"https://files.eric.ed.gov/fulltext/EJ1216811.pdf","Akhtar, R. N., & Hussain, N.","Journal of Education and Educational Development","Effective communication skills demonstrate the capacity and efficacy of any business graduate; however, the business industries have continuously raised their concerns on the lack of effective business communication (BC) skills, to serve the requirements of rapidly growing communication within and outside the organizations. Among many factors, teaching methods at higher education have been identified as a major factor that does not allow working skills to be developed. Scholars and researchers have tried to explore and test Experiential Learning (EL) techniques in teaching different courses of business administration programs. EL theory presents a playfield where learners can learn the best by doing (Kolb, 1984). Although business education around the world has already inculcated EL strategies into its system, in Pakistan EL theory is at its initial stage. In this regard, the researcher developed an ERE cycle which was based on Kolb’s (1984) EL theory and tested its impact on the grades of the students of oral and written communication skills. The study was conducted using one sample t-test in the paradigm of quantitative research. Three classes of BBA and MBA from oral and written communication courses were selected for this study. This research compared mean scores of these classes with the population mean over the last three years. The results showed a significant positive difference between the sample mean scores and population mean. The study proved that EL based ERE cycle could prove very effective in the enhancement of the skills of business communication students that were reflected in their performance in exams. The study aimed to provide communication faculty, trainers and institutes the opportunity to explore and utilize the effectiveness of the ERE cycle and perform further researches to extend the utilities of EL based teaching methods.",7]
["Soft Factors in Global ICT Sector Development: Studies with Bangladeshi and Rwandan ICT Workers",2021,"http://dx.doi.org/10.7302/3846","Kano, T.",null,"Some low- and middle-income countries (LMICs) aim to designate the information and communication technology (ICT) sector as a central pillar to expedite their economic development, and a key element of ICT sector development is to nurture capable ICT workers. Scholars and policymakers concerned with those ICT workers tend to focus on nurturing hard technical skills; however, there is increasing evidence that “soft factors”—less tangible elements that affect the performance and behavior of ICT workers—are just as important. In this dissertation, I investigated the importance of certain soft factors for the development of ICT professionals, and ultimately the entire ICT sector, in LMICs. I use mixed methods across four projects that consisted of interviews to derive hypotheses, surveys for socio-economic correlation analysis, and a field experiment to evaluate the impact of training. My research focused mainly on young ICT professionals from Bangladesh and Rwanda—LMICs that focus on the ICT industry—who had foundational training in ICT and who had the potential to be ICT leaders in their countries. It was known that international experience such as study abroad programs could have dramatic effects on professionals from LMICs, but little was known about the actual impact of such programs, or whether their impact could be gained through other means. This dissertation consists of four interrelated projects. Project 1 analyzed what group of university students majoring in ICT in Bangladesh was most likely to be interested in experiences abroad. I found that top-tier university students tended to prefer to work in high-income countries and others expected to remain in Bangladesh, and the desire to go abroad correlated with parental income, attendance at elite universities, gender, and the presence of role models abroad. Project 2 explored the reported strengths and challenges of Rwanda’s ICT sector. I found that (1) there are sincere and widely shared aspirations for ICT-led national development; (2) policy support for ICT entrepreneurship is successful at helping to start ICT-based businesses but not at maintaining them or helping them succeed; and (3) some challenges in higher education exist. Project 3 found a gap between the expectations that Rwandan had for studying abroad and the learning outcomes of their international experiences. Specifically, while the candidates expected to have knowledge-based growth (e.g., hard skills), the returnees identified experience-based growth and mindset changes as the main learning outcomes. Based on the findings in Project 3, Project 4 implemented an intervention to develop the soft factors for young ICT engineers in Bangladesh who were interested in working abroad. The results suggest that soft factors training for ICT human resources can have some positive effect on individuals’ adaptation to new environments when they started working, especially in a foreign country. This dissertation makes several new contributions. First, these findings support the critical role of experiences abroad in cementing soft factors among ICT workers, and point to these workers’ potential value in their home countries’ national ICT sector development. Second, it builds on the existing theory of brain circulation by opening an avenue of inquiry about the initial emigration required for brain circulation; indeed, it appears that there is much to be understood with respect to migration dynamics pre-diaspora. Third, I argue that leap-frogging into a robust ICT economy is unlikely but that ICT workers’ development can be accelerated.",7]
["Transnational Education for Regional Economic Development? Understanding Malaysia’s and Singapore’s Strategic Coupling in Global Higher Education",2021,"https://doi.org/10.1111/ijtd.12242","Schulze, M. P., & Kleibert, J. M.","International Journal of Training and Development","Fostering innovation and upskilling labour pools have become key goals in national economic development plans and education and training system reforms since the mid-1990s. For their transformation into knowledge-based economies, countries in Southeast Asia have relied on importing transnational higher education providers and have envisioned themselves as international education hubs. As existing research from transnational education and higher education governance studies as well as economic geography and regional studies has not sufficiently addressed this nexus of transnational education and regional economic development, this paper investigates the role of foreign higher education institutions in economic development strategies in Malaysia and Singapore. It explores why and how states have strategically coupled their higher education systems with transnational education. The comparative case analysis draws on empirical evidence from 42 semi-structured interviews. It finds that despite the two states' ostensibly similar ambitions to attract foreign higher education institutions, policies and outcomes differ strongly. Whereas in Malaysia a structural coupling led foreign subsidiaries to provide foreign degrees to domestic students and generate revenue in the private higher education sector, in Singapore foreign subsidiaries have been deployed strategically to upgrade the talent pool and public higher education system of the city-state via functional coupling. Conceptualizing transnational education policies as forms of strategic coupling contributes to understanding their embeddedness within states' broader, historically formed economic development strategies.",7]
["Exploring Foreign Entrepreneurial Ecosystems through Virtual Exchange",2020,"https://doi.org/10.14705/rpnet.2020.45.1117","Cheikhrouhou, N., & Marchewka, M.","Designing and implementing virtual exchange – a collection of case studies","This case study reports a Virtual Exchange (VE) between students at Cracow University of Economics (Poland) enrolled in business courses and students from the High Institute of Technological Studies of Béja (Tunisia) enrolled in an entrepreneurship course. The main aim of the project was to enhance students’ awareness of similarities and differences between the Polish and the Tunisian entrepreneurial ecosystems. The goals also included improving language skills, Information and Communication Technology (ICT) literacy, teamwork, and increasing their self-confidence. The chapter describes the schedule of the project, tasks that students accomplished, and the technological and communication tools that were used. Finally, the study includes conclusions and suggestions for future initiatives.",7]
["Entrepreneurship Education, Entrepreneurial Self-Efficacy, Need for Achievement and Entrepreneurial Intention among Commerce Students in Pakistan",2022,"https://doi.org/10.1108/ET-01-2021-0023","Soomro, B. A., & Shah, N.","Education & Training","Purpose The present study undertook an empirical investigation of entrepreneurship education, self-efficacy, need for achievement and entrepreneurial intention among Pakistan's commerce students. Design/methodology/approach The authors applied quantitative methods based on cross-sectional data. The commerce students of the different public sector universities are targeted through a random sampling technique. The authors used a survey questionnaire to attain the responses from respondents. Finally, 184 usable cases are utilized to assume the hypothesized paths. Findings By applying the structural equation modeling (SEM), the findings of the study demonstrate a significant positive effect of constructs of entrepreneurship education (EE), that is, opportunity recognition (OR) and entrepreneurship knowledge acquisition (EKA) on entrepreneurial self-efficacy (ESE), entrepreneurial intention (EI) and need for achievement (NFA). Besides, ESE and NFA are found to be the robust predictors of EI. Practical implications The findings provide significant guidelines to policy-makers and university authorities for developing useful EE courses to uplift and boost students' skills to face today's considerable business and entrepreneurship challenges. The study also helps to generate eagerness among students in selecting entrepreneurship as a career option. Originality/value This study suggests the confirmation of EE's significant role in developing ESE, NFA and EI among commerce students.",7]
["Internationalizing Research in Kazakhstan Higher Education: A Case Study of Kazakhstan’s State Program of Industrial Innovative Development 2015 to 2019",2019,"https://doi.org/10.1177/1028315318786445","Jumakulov, Z., Ashirbekov, A., Sparks, J., & Sagintayeva, A.","Journal of Studies in International Education","This article describes the nature and impact of a major recent education policy aimed to transform higher education in Kazakhstan, the State Program of Industrial Innovative Development 2015 to 2019 (SPIID-2). This inquiry sought to understand and describe the role of internationalization of higher education in SPIID-2, and more specifically its role for developing university research. Kazakhstan’s industrial innovative development program promotes university–industry collaboration and universities’ international partnerships to enhance the role of the university in the economic development of the country, consistent with the imperatives and opportunities of the knowledge-based economy. The role of internationalization, particularly, involving international partner institutions, in this policy, contributes to quality assurance and informed decision making. Findings are based on content analysis of policy texts and interviews with university representatives.",7]
["Institutional Logic Meets Global Imagining: Kazakhstan’s Engagement with China’s Belt and Road Initiative",2021,"https://doi.org/10.1007/s10734-020-00634-y","Lee, J. T., Lo, W. Y. W., & Abdrasheva, D.","Higher Education: The International Journal of Higher Education Research","Theoretical ideas about globalization and internationalization of higher education emphasize the tension among different ideologies of higher education. According to literature, a competition among states, economy, knowledge, and status generates this tension to drive higher education development. This theoretical understanding not only shapes our global imaginations but also permeates the organizational behavior of universities. In this paper, we focus on the institutional logics that motivate universities in Kazakhstan to engage with China’s ambitious Belt and Road Initiative (BRI). We investigate the ways that Kazakhstani higher education interprets and responds to China’s vision of a global order. Based on interviews conducted at 10 higher education institutions (HEIs) in Kazakhstan, we argue that Kazakhstan’s engagement with the BRI circumvents the cultural connectivity and global cooperation that are embraced by Chinese policy discourse and perpetuated by academic literature. Rather, institutional leaders in Kazakhstan operate with a utilitarian logic that seeks revenue generation, links with industry, and opportunities for students in employment and further education. The pursuit of these strategic outcomes demonstrates a bilateral engagement with China rather than the multilateral cooperation envisioned by policymakers. In a higher education system dominated by the state, the institutions in our study exhibit partial agency to accrue pragmatic benefits rather than concede to isomorphic pressures or mimic internationalization from neoliberal contexts. The discrepancy between policy discourse from China and policy reception in Kazakhstan raises questions about the rhetoric of a multipolar global order and the realities of international cooperation in higher education.",7]
["Capacity Building in Small Business Management for New Literates through Action Research",2019,"https://doi.org/10.1080/2331186X.2019.1643443","Arko-Achemfuor, A.","Cogent Education","This article reports on a community engagement project by the University of South Africa’s Department of Adult Basic Education to address the challenges faced by new literates in establishing and managing projects and small businesses. The main objective of the article was to assess how capacity and training workshops have been used as tools to empower individuals and groups who have just completed basic education to start and run successful business. In assessing the impact of the Kha Ri Gude Mass Literacy Campaign (KMLC) on the lives of graduates, it came to the attention of the Department that the graduates have taken initiatives to start SMMEs and other projects in their communities but the lack of business and project management skills was causing failures in a number of the initiatives. The qualitative method of enquiry using multiple case studies was applied in the article. The main instruments applied for data collection were individual and focus group interviews and observations. The initial data collection in three provinces in 2013 served as the baseline where the requests were made and the need analysis conducted. The finding indicates that the interventions have now helped the graduates to start and run SMMEs effectively, access markets for their products, form networks, register individual businesses and cooperatives and writing funding proposals among other skills. The articles recommend for the initiative to be rolled out in all the other provinces as it has proven to be successful in the areas it has been piloted.",7]
["A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa",2019,"http://dx.doi.org/10.1080/18146627.2016.1224588","Damons, D., le Grange, J. J., Mason, R. B., & Louw, S. W.","Africa Education Review","South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable.",7]
["Students’ Feelings about the Online Submission of Assignments Using Turnitin",2021,"https://doi.org/10.18820/2519593X/pie.v39.i3.9","Mtshali, M. A.","Perspectives in Education","The integration of information and communication technologies (ICTs) into teaching and learning, and the implementation of computer-mediated methods of instruction in the form of e-learning in higher education, have led to the emergence of new methods of submitting assignments electronically. One of these methods employs a learning management system (LMS) for teaching, learning and assessment. While significant research has been conducted on this phenomenon in developed countries, little has been published on how students experience and perceive this method of submission in a developing country such as South Africa, where a slow pace of technological innovation in education has been reported. The mixed methods study on which this article is based reports on how the Moodle LMS was used in a business management education (BME) course of a Bachelor of Education undergraduate degree, where students had to submit assignments through Turnitin. The qualitative component had a sample of 15 participants selected from 156 students using phenomenography as a methodological approach. Personal reflective journals, focus group discussions and individual interviews were qualitative data sources. A questionnaire was used to collect quantitative data that was analysed using the statistical package for social sciences (SPSS). The study found that participants viewed this method of submitting assignments as a conduit for monitoring plagiarism in BME. Findings from the study may offer insight into how emerging economies might engage with the crucial aspect of developing student consciousness about the importance of speedy and safe delivery of assignments in ways that promote academic honesty.",7]
["Addressing Diversity, Equity and Inclusion (DEI) through Service Learning in Management Education: Insights from India",2022,"https://doi.org/10.1108/IJEM-08-2021-0327","Bandyopadhyay, K. R., Das, K., & Mahajan, R.","International Journal of Educational Management","Purpose The paper makes an endeavour to explore the efficacy of service learning (SL) pedagogy in inculcating the value of diversity, equity and inclusion (DEI) with a focus on management education in India. Design/methodology/approach The research methodology comprises a systematic survey of select relevant literature on SL and applying a novel approach to bring out certain key traits of SL initiatives. The paper also tries to decipher how the identified key traits could be regarded as contributing to the ethos of DEI among the learners. Based on insights from the systematic literature review and identified research gaps, an in-depth study of three SL initiatives in India, have been undertaken to demonstrate how implementation of the SL pedagogy in management education creates an impact on the attributes of DEI and inculcates an inclusive mindset. Findings Although the design, process and learning outcomes of SL pedagogy varies depending on the context, there is commonality in the core attributes that emerges from the literature review which has a potential impact on inculcation of the values of inclusion and appreciation of diversity. The select case studies successfully expand on the list of these identified relevant attributes. The findings have also been corroborated by participants' reflection. Research limitations/implications The paper is, however, limited in its scope of assessing the impact in creating an inclusive mindset. To gauge whether such impact is pervasive and persists in the long run, one needs to examine if these values are carried forward by the participants in their professional and daily life. It would, therefore, be more meaningful to carry out a primary survey of the participants, who took part in such SL initiatives, to understand whether the values have really been assimilated in the real life. This is outside the scope of this paper but does open the scope for further research. Practical implications The paper would be highly relevant for the accreditation agencies who are increasingly prescribing the role that business schools can and should play towards inculcating the ethos of diversity and inclusion among future business leaders and managers. For the administrators of business schools and other higher education institutions who may be considering how to incorporate the ethos of diversity and inclusion in the curriculum and pedagogy, the paper will provide some direction through the SL route. The detailed exposition of the three SL initiatives will enlighten the administrators or the faculty responsible for designing and delivering any SL programme in other business schools or higher educational institutions as to how to go about developing and delivering such an initiative. To the extent such SL initiatives succeed in leaving a lasting impact on the participants regarding ethos of inclusion and diversity, the business implications in the long run could be immense. Social implications The purpose of the paper by itself establishes its social relevance. The very fact that the paper is focused on SL initiatives that involve social problem-solving approaches through hands-on working on social projects and working with communities the social implications are rather obvious. Originality/value Given the paucity of information and analysis on potential fit of SL for fostering DEI especially in developing countries, the present paper contributes to the existing body of literature and aptly fills the void. It builds a theoretical construct relating SL with the traits of DEI and then bridges theory and practice by demonstrating the efficacy of three SL programmes in Indian context to internalise the elements of DEI.",7]
["Using Social Media as a Learning Media of Foreign Language Students in Higher Education",2019,"http://dx.doi.org/10.21009/BAHTERA.182.06","Malik, A. R., & Asnur, M. N. A.","BAHTERA : Jurnal Pendidikan Bahasa Dan Sastra","Foreign language is an important component of someone in facing the era of Industry 4.0. The development of Information and Communication Technology (ICT) will have an impact on the creation of a learning media innovation that will facilitate users in the learning process in higher education. Likewise in foreign language learning. Online-based learning has been designed in such a way as to increase learning knowledge and motivation. This study uses a qualitative approach with the survey method. Data and Sources of data in this study are students of foreign language study programs at universities in Indonesia. The results of the study show that students generally always use smartphones and use social media in all their activities. Students use a lot of social media in exploring vocabulary and increasing vocabulary mastery, learning as well as building networks for native speakers (Muttersprachler), and making social media a means of learning by accessing foreign-language songs and interesting media in student foreign language learning. Thus social media can be one of the means of education for students which ends in improving foreign language skills.",7]
["Student Internship Experiences: Areas for Improvement and Student Choices of Internship Practices",2022,"https://doi.org/10.1108/ET-09-2021-0337","Thi Ngoc Ha, N., & Dakich, E.","Education & Training","Purpose This paper investigates areas for improvement in internship practices from the perspectives of key stakeholders, such as university department leaders, host company leaders, lecturers, work supervisors, graduates, and final year students. Student choices of internship practices are also reported. Design/methodology/approach An exploratory sequential mixed methods approach was implementing that included three focus groups, 15 individual in-depth interviews, and 461 responses to a student survey. In the qualitative phase, deductive thematic analysis was employed to explore areas for improvement in internship practices. In the quantitative phase, descriptive statistical analysis, and two non-parametric tests were used: the Mann–Whitney tests and Kruskal–Wallis tests, followed by pairwise comparisons to identify student choices of internship practices. Findings The corroboration and triangulation of the qualitative and quantitative data sets revealed three distinct areas for improvement in internship practices in Vietnamese universities. These are internship learning outcomes, internship support, and internship assessment. Findings highlighted the crucial role of industry stakeholders, including work supervisors in the entire process of the internship, as well as the key responsibility of universities in improving student internship experiences. Originality/value Areas for improvement and student choices of internship practices in Vietnamese universities have not been discussed previously. Findings carry practical, policy and theoretical implications for higher education in Vietnam and other countries striving to enhance student internship experiences. Hence, this study contributes to the Vietnamese and international WIL literature with its findings emerging from a complex mixed-methods design. This methodological approach offers enhanced reliability and validity of findings compared to previous research in the field that relied on a single data set.",7]
["Contribution of Academics to University-Industry Knowledge Exchange: A Study of Open Innovation in Sri Lankan Universities",2021,"http://dx.doi.org/10.1177/0950422220964363","Weerasinghe, I. M., & Dedunu, H. H.","Industry and Higher Education","Collaboration between universities and industry is currently seen as a vehicle to improve innovation throughout the economy by means of knowledge and technology transfer. This paper examines the contributions of university staff to the promotion of knowledge exchange between universities and industry in Sri Lanka. In this quantitative explanatory study the authors apply a deductive research method and develop a conceptual framework that incorporates demographic and institutional factors as moderators. Academics of state universities constituted the survey population and 178 responses were received. SPSS and AMOS statistical packages assisted in the data analysis and a structural equation model was employed to explore the moderating effects. The findings revealed that the engagement of academic staff in joint research, contract research, human resource mobility and training was very low, and that the participation of males was greater than that of females. The impact of age on knowledge exchange was not linear in Sri Lanka. Further, the study ascertained that only joint research and training were important in knowledge exchange and that the university–industry relationship was significantly moderated by institutional factors. Other than the quality of academic work, other individual factors did not significantly moderate the relationship. The authors provide policy recommendations based on the findings.",7]
["Developing Sustainable Energy Efficient Buildings—A Transnational Knowledge Transfer Experience between Norway and Kosovo",2020,"http://dx.doi.org/10.1080/03075079.2018.1534094","Hoxha, V., Haugen, T., Bjørberg, S., & Salaj, A. T.","Studies in Higher Education","The present study investigates the knowledge transfer (KT) processes from Norwegian University of Science and Technology to College ESLG in Kosovo. An inter-organisational knowledge of transfer theoretical framework from the business sector was applied to guide the present study. The data was generated through semi-structured interviews with key university officers, professors, and students in continuous education programmes from College ESLG and documentary evidence analysis from two partner universities. Based on the thematic analysis of the data, the findings demonstrated that the curriculum mapping process, joint lectures between Norwegian and Kosovar professors, joint research, and joint study visits facilitated the KT. While the transfer of knowledge most evidently resulted in institutional capacity development for the Kosovar College unit, the dissemination of knowledge to other units within the college was more challenging due to communication problems between the Real Estate Department and other units within the college.",7]
["LCA and Ecodesign Teaching via University-Industry Cooperation",2019,"https://doi.org/10.1108/IJSHE-11-2018-0206","Piekarski, C. M., Puglieri, F. N., Araújo, C. K. de C., Barros, M. V., & Salvador, R.","International Journal of Sustainability in Higher Education","Purpose The purpose of this paper is to report on a life cycle assessment (LCA)-based ecodesign teaching practice via university-industry collaboration in an industrial engineering undergraduate course. Design/methodology/approach A new course was designed and taught in the Industrial Engineering undergraduate course of a Federal University in Brazil. The course comprised explanatory lectures and a practical project developed in a partnership between the university and an industry partner where students had to develop Ecodesign proposals based on LCA to improve the environmental profile of both solid and reticulated paint brushes. To that end, students used the LCA software tool Umberto NXT v.7.1.13 (educational version), where they modeled the life cycle of four plastic brushes and assessed it using the impact categories of climate change and resource consumption, and the Ecoinvent v.3.3 database. After course completion, students, professors and industry collaborators were asked to provide feedback on the project performance and expectations. Findings The course design used was welcomed by both students and the industry partner. Students found the novel approach intriguing and useful to their future careers. The results also exceeded the industry partner’s expectations, as students formulated valuable insights. Professors observed that learning was made easier, as content was put into practice and internalized more easily and solidly. The approach was found to be a win-win-win. Practical implications Students acquired a fair share of knowledge on sustainability issues and potential existing trade-offs, which is valuable to industrial practices. The industry noticed the valuable contributions that academia can provide. The university profited from providing students with a real case challenging traditional teaching methods. Originality/value To the best of the authors’ knowledge, this is one of the first case studies to show how LCA and ecodesign teaching practice can support sustainability learning in an industrial engineering undergraduate course.",7]
["Universities as the Engine of Transformational Sustainability toward Delivering the Sustainable Development Goals: “Living Labs” for Sustainability",2019,"http://www.emeraldinsight.com/1467-6370.htm","Purcell, W. M., Henriksen, H., & Spengler, J. D.","International Journal of Sustainability in Higher Education","Purpose Universities can do more to deliver against the sustainable development goals (SDGs), working with faculty, staff and students, as well as their wider stakeholder community and alumni body. They play a critical role in helping shape new ways for the world, educating global citizens and delivering knowledge and innovation into society. Universities can be engines of societal transformation. Using a multiple case study approach, this study aims to explore different ways of strategizing sustainability toward delivering the SDGs are explored in a university setting with an example from the UK, Bulgaria (Europe) and USA. Design/methodology/approach The first case is a public UK university that adopted enterprise and sustainability as its academic mission to secure differentiation in a disrupted and increasingly marketized global higher education sector; this became a source of inspiration for change in regional businesses and the local community. The second case is a business sector-led sustainability-driven transformation working with a private university in Bulgaria to catalyze economic regeneration and social innovation. Finally, a case from the office for sustainability in a major US research university is given to show how its engagement program connected faculty and students in sustainability projects within the institution and with external partners. Findings Each case is in effect a “living lab,” positioning sustainability as an intentional and aspirational strategy with sustainable development and the SDG framework a means to that end. Leadership at all levels, and by students, was key to success in acting with a shared purpose. Partnerships within and with universities can help accelerate delivery of the SDGs, enabling higher education to make a fuller contribution to sustaining the economic, environmental, cultural and intellectual well-being of our global communities. Originality/value The role of universities as the engine of transformational sustainability toward delivering the SDGs has been explored by way of three case studies that highlight different means toward that end. The collegiate nature of the higher education sector, with its shared governance models and different constituencies and performance drivers, means that sustainability at a strategic level must be led with leaders at all levels acting with purpose. The “living lab” model can become a part of transformative institutional change that draws on both top-down and bottom-up strategies in pursuit of sustainable development.",7]
["Community Partnership through Knowledge Transfer Program: Assessment from the Perspectives of Academics’ Experience",2020,"https://doi.org/10.1177/2158244020980742","Radin Firdaus, R. B., Mohamad, O., Mohammad, T., & Gunaratne, M. S.","Education Theory and Practice","The knowledge transfer program (KTP) in Malaysia was instituted to facilitate knowledge transfer, collaboration, and interaction between academics in public higher institutions and other stakeholders. These programs are divided into community or industry programs. Under the community program, academics collaborate with a community partner to utilize their research findings in the community environment. This quantitative study attempts to assess KTP based on academics’ postproject responses to online questionnaires. The participants in this study consist of 132 academics of Malaysian public universities of Rolling 1 to Rolling 4 projects between 2011 and 2016. Of 132 individuals invited to participate, 84 of them (64%) took part in the online survey. These data were analyzed using analysis of variance (ANOVA) and Duncan’s range test. The findings indicate that the KTP has enabled academics, irrespective of position, to deploy their ideas and knowledge in a real-world community setting. The relationship between academic position and learning experience in transferring knowledge, however, is inverse: the higher the level of an academic position, the lower the learning experience. The findings also exhibit the experience and challenges that one would expect from the involvement of academics in a community KTP.",7]
["Area-Based Participatory Action Learning of Social Studies Pre-Service Teachers to Develop Indigenous History Learning Resources for Diversity Students in Northern Thailand",2022,"https://doi.org/10.5539/hes.v12n2p20","Mangkhang, C.","Higher Education Studies","The research aimed to 1) study the needs in developing indigenous history for diversity students in Northern Thailand, 2) develop indigenous history learning resources for diversity students in Northern Thailand through area-based participatory action learning of social studies pre-service teachers, and 3) distill learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand. The methodology of the research was based on Participatory Action Research (PAR). The sample in the research consisted of 1) community leaders, monks, school administrators, folk philosophers, and youth representatives accounting for 22 people; 2) 10 social studies pre-service teachers; 3) 8 indigenous mural painters, making a total of 40 people. The instruments used in the research were 1) unstructured interview forms, 2) forms of synthesizing knowledge to moral creativity, 3) validity assessment forms of indigenous history data, and 4) focus group discussion recording forms. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. Study results revealed that: 1) From the area-based action on the legend of Viang Malika and Phra Nang Malika from history in the educational sandbox of Chiang Mai province, it was found that the community has demand in terms of developing learning resources telling its indigenous history through the temple which is the common area in the community. The demand is to present indigenous history which is part of the historical development of the Lanna Kingdom in terms of business, politics, administration, education, religions, and the environment including women's roles as governesses or kings. This shows feminist concepts appearing on the page of indigenous history and reflects equality in stepping over physical limitations of the body (disability). The frame limiting gender is destroyed through the history of leaders and kings in indigenous history has influenced the development of the history of the historical development of the Thai local society up to the present time. 2) Developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diverse students in Northern Thailand has brought about indigenous history learning resources integrating cooperation between universities, communities, temples, and schools. Indigenous history learning resources have been brought about, which helps promote quality learning management. And 3) From distilling learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand, the important social studies competency of social studies pre-service teachers for 4 aspects were found. This is called the competency of area-based social studies learning or so-called \"VCAP\" consisting of 1) Value Domain, 2) Cognitive Domain 3) Affective Domain and 4) Psychomotor Domain, which helps promote occupational competency of pre-service teachers to be more efficient.",8]
["“Minga,” Participatory Action, and Social Justice: Framing a Decolonization Process for Principled Experiential Learning among Indigenous Shuar Communities in Amazonian Ecuador",2019,"https://doi.org/10.1177/1053825918817871","Gadhoke, P., Sanchez, P. J., Zajkowski, M., Taylor, K., & Brenton, B. P.","Association for Experiential Education","Background: A case study of an undergraduate scholars program in New York and our long-term partnership with four Indigenous Shuar communities living in Morona-Santiago, Ecuador. Purpose: To introduce principled strategies for building an ethical experiential learning framework based on a decolonization process, Indigenous community work models and integrated perspectives from the multiple stakeholders involved. Method/Approach: A synthesis of academic literature, reflexivity as a team contending with our own decolonization processes, participant observation, and the in-depth interviews with key community members, drawn from semistructured interviews conducted from 2017 to 2018. Findings/Conclusion: The outcome of this synthesis were four distinct principles for a more holistic, ethical, and effective framework: shared investment, shared sense of accountability, pacts of reciprocity, and social bonds. The principles offered emphasize the critical dynamics of ensuring mutual benefit between university programs and Indigenous community partners within an experiential education context. Implications: These principles can be used by institutions to both evaluate the substance of their ethical relations and also develop socially just standards for community engagement and student mentorship when working with Indigenous communities.",8]
["Praxis for Accelerated Improvement in Research (PAIR)",2020,"https://doi.org/10.5430/ijhe.v9n3p248","Anito, J. C., Limjap, A. A., & Padagas, R. C.","International Journal of Higher Education","This article introduces the Praxis for Accelerated Improvement in Research (PAIR) as a transformative research management paradigm drawn from the participatory action research program focused on research production and publication in a private higher education institution in Manila, Philippines. PAIR mentoring scheme upholds establishing a committed and caring relationship between the mentor and the mentee, thereby developing a shared vision towards research. PAIR mentoring further underscores the need to institute a university research infrastructure to support its research programs and initiatives. This participatory and transformative approach to research management tendered significant (and accelerated) improvement in the Scopus® metrics of the university. Reflecting from the researchers' and research participants' journey in implementing and embracing change and improvement in the university research programs, this article argues that researchers need to advance connectedness, conviviality, optimism, shared vision, and prudence in all aspects of research. This article thereby recommends learning and researching within the lens of participatory and transformative paradigm. The authors further recommend to higher education institutions establishment of a sustained mentoring program where mentors and mentees mutually agree and commit to advance the research vision of the university collectively. Finally, this article reasons in favor of an institutional research infrastructure that nurtures not just the knowledge and skills in research, but also the attitude and values of its research stakeholders towards research and the overall research program of the organization.",8]
["Grounding Participatory Action Research in Rural Colombia: A Demonstration Study on Youth Financial Inclusion",2019,"https://doi.org/10.1080/02601370.2019.1579262","de Jong, G., Fajardo Rojas, M. A., & Almeyda, G.","International Journal of Lifelong Education","Since the new millennium, the issue of financial inclusion of young people has increasingly gained recognition, especially in relation to those living in deprived circumstances. Financial inclusion can be promoted through education that specifically aims for the strengthening of young persons’ financial capabilities. In 2013, a participatory action research project was started in a rural region of Colombia to improve the research capacity of a local university through the development and implementation of a demonstration project on the financial inclusion of young people. University teachers, students and employees of a financial cooperative were trained in conducting qualitative methods with a specific aim of being responsive to the life stories of their interviewees. This paper shares the experiences from an international team of educational scholars who aim for the democratisation of research capacity and the dissemination of localised knowledge. This is done by working closely together with stakeholders and ultimately giving a voice to youth employed in the informal economy as they are usually the ones being most deprived from access to financial services.",8]
["Evaluating Research Performance of Research Institutes within Malaysian Universities: An Alternative Assessment Framework",2021,"https://doi.org/10.1007/s11233-021-09080-6","Ta, G. C., Halim, S. A., Azman, N., Komoo, I., & Mokhtar, M.","Tertiary Education and Management","Evaluation of research performance has significantly increased in importance, particularly in many emerging higher education systems. In Malaysia, the Malaysian Research Assessment (MyRA) was developed to evaluate the research performance of universities and Research Centres of Excellence (RCoEs). This paper reports on a participatory action research approach aimed at developing a new framework for measuring research performance of Malaysian RCoEs. The introduction provides the contexts leading to the development and adoption of the MyRA including the challenges and its appropriateness as a tool for evaluating the research performance of relatively smaller entities namely, RCoEs. A stepwise approach in developing an alternative system of assessment for RCoEs is then described, leading to a list of prioritised components and criteria for the newly proposed tool. Finally, some of the wider implications of the new assessment framework are discussed, including the applicability to other contexts, lessons learned, and the contribution to the literature.",8]
["Access to Higher Education in South Africa: Expanding Capabilities in and through an Undergraduate Photovoice Project",2020,"https://doi.org/10.1080/09650792.2019.1612767","Martinez-Vargas, C., Walker, M., & Mkwananzi, F.","Educational Action Research","There is a gap in research on access to universities in South Africa. The research that exists focuses on quantitative methodologies, although some qualitative studies are now emerging. These research methodologies, although necessary and substantial for the development of equity measures and policies, might be less successful in their impact on the local context, on research participants and in expanding what counts as knowledge in the university. In this paper, participatory research, which has not been used to research access, is explored. The paper seeks to go beyond the instrumentalization of research participants – especially those from low-income households – highlighting the potential of using multi-strategy research, in which participatory elements are included as a way to foster both participants’ human development and local impact. Drawing on a research project on access to higher education in South Africa, the paper demonstrates that by including participatory elements (in this case photovoice) has the potential to operationalize Appadurai’s notion of the ‘right to research’ among undergraduates. Using data, including processes, observations, workshops, interviews, and visual narratives from a participatory photovoice project, the findings highlight how methodological plurality creates space for locally and relevant knowledge production, challenging epistemic barriers and fostering human development among the research participants.",8]
["Measuring the Impact of an International Service-Learning Project through Community Assessment in Rwanda",2020,"https://doi.org/10.3998/mjcsloa.3239521.0026.110","Spear, A., & Chapman, N.","Michigan Journal of Community Service Learning","In 2015, a university from Hong Kong led an international service-learning course to Kigali, Rwanda. The focus of the course was to install solar panels in individual households in a community, on the outskirts of Kigali, without access to electricity. The following year, the Hong Kong university partnered with a university in the United States and returned to Rwanda to expand the solar panel project in the same community. The central question of the qualitative impact assessment was, How, if at all, has the installation of solar panels impacted individual households and the community as a whole in the past year? Data methods included semi-structured interviews and observations during visits to the 16 households who had received solar panels in previous iterations of the service-learning project. Findings demonstrating five reoccurring themes emerged: project implementation, economic savings, improvement of study environment for childhood, women’s empowerment, and improved quality of life. A strategic government development plan, a sustained relationship between a university and a local organization, and the type of service project are highlighted as important factors. The importance of local participation in the design and implementation of the solar home systems (SHS) project is emphasized, and an unexpected impact on gender dynamics related to project design is explored.",8]
["The fast track to new skills: short-cycle higher education programs in Latin America and the Caribbean.",2021,"http://hdl.handle.net/10986/35598","Ferreyra, M. M., Díaz, L. D., Urzúa, S., & Bassi, M.","The World Bank","Higher education in Latin America and the Caribbean (LAC) has expanded dramatically in the new millennium, yet enrollment in short-cycle programs (SCPs) is still relatively low. Shorter and more practical than bachelor’s programs, SCPs can form skilled human capital fast. The economic crisis created by the COVID-19 pandemic has accentuated underlying trends, such as automation, the use of electronic platforms, and the need for lifelong learning. Addressing these demands requires the urgent upskilling and reskilling of the population—a task for which SCPs are uniquely suited. The Fast Track to New Skills: Short-Cycle Higher Education Programs in Latin America and the Caribbean explores the labor market outcomes and returns of SCPs, examines their providers, and identifies the practices adopted by the best programs. Relying on unique data that includes a novel survey of SCP directors in five LAC countries, it finds that while SCPs generate, on average, good labor market outcomes, they vary greatly in quality. SCP providers respond quickly and flexibly to local economy needs; and specific practices related to faculty, job search assistance, and interaction with prospective employers are distinctive of the best programs. Drawing on these findings, The Fast Track to New Skills discusses how to create an environment where good programs are offered and students have the interest and means to attend them. It draws attention to a higher education sector that has been typically overlooked, both in research and policy. The Fast Track to New Skills will be of interest to policy makers, researchers, and the public at large.",9]
["A Systematic Literature Review of Positive Youth Development Impacts on Marginalized and Vulnerable Youth.",2021,"https://www.youthpower.org/sites/default/files/YouthPower/files/resources/YP2LE_UNC_Systematic%20Review%20PYD%20and%20VMY_Final_Public.pdf","Chowa, G., Masa, R., Manzanares, M., Bilotta, N., Barrington, C.","USAID","The goal of this report is to appraise the youth development field’s understanding of youth vulnerability; its measurement; best practices to address it as well as marginalization; and understand the effectiveness of positive youth development (PYD) programs in addressing it among youth in LMICs. The review was guided by nine research questions. The research team assessed relevant peer-reviewed and grey literature of youth between the ages of 15-24 years. Guided by PRISMA guidelines for systematic reviews, the research team devised an appropriate strategy to search bibliographic databases and conducted a purposive search of the collections maintained by international development organizations and donors. We identified a total of 118 peer-reviewed or grey literature publications (from an initial citation list of 24,373) that met the criteria for inclusion. In addition to the literature search, the research team conducted key informant interviews (KIIs) and a youth focus group discussion (FGD) to understand emerging gaps and further contextualize our findings.",9]
["Merit and Needs-Based Scholarship Program (MNBSP) Evaluation Report",2013,"https://www.edu-links.org/sites/default/files/media/file/MNBSP%20Evaluation%20Report.pdf","USAID","USAID","In 2004 the United States Agency for International Development (USAID) and Pakistan's Higher Education Commission (HEC) developed the Merit and Needs-based Scholarship Program (MNBSP). The objectives of MNBSP are: To enable the academically qualified, yet financially needy, Pakistani students to continue university studies in selected private and public universities of Pakistan in the fields of agriculture and business administration. To enhance the institutional capacity of the HEC of the Government of Pakistan and local public and private sector universities in designing and implementing need and merit based scholarship projects. The purpose of this evaluation of MNBSP is to provide USAID/Pakistan with an independent performance-cum-process evaluation to help improve the performance of MNBSP and its contribution to USAID/Pakistan’s development objectives. The scope of the evaluation was defined through twelve specific questions, which are listed in the next section that outlines overall conclusions. The evaluation used a mixed methods approach to collecting and analyzing data. A number of instruments were adopted to gather primary information from stakeholders and MNBSP beneficiaries. Secondary data was captured from program documentation and other relevant sources. All sources are defined in the body of the report.",9]
["USAID/INDONESIA’S PROGRAM TO EXTEND SCHOLARSHIPS AND TRAINING TO ACHIEVE SUSTAINABLE IMPACTS (PRESTASI)",2021,"https://www.edu-links.org/sites/default/files/media/file/USAIDIndonesia%27s%20Program%20to%20Extend%20Scholarships%20and%20Training%20to%20Achieve%20Sustainable%20Impacts%20%28PRESTASI%29.pdf","USAID","USAID","This case study showcases good practices in scholarship programming by highlighting the work of the Program to Extend Scholarships and Training to Achieve Sustainable Impact (PRESTASI) activity in Indonesia, including recruitment strategies, co-funding, leadership training, and alumni activities.",9]
["SEVEN IMPORTANT QUESTIONS TO ASK WHEN DESIGNING A USAID HIGHER EDUCATION SCHOLARSHIP ACTIVITY",2021,"https://www.edu-links.org/sites/default/files/media/file/Seven%20Important%20Questions%20to%20Ask%20When%20Designing%20a%20USAID%20Higher%20Education%20Scholarship%20Activity.pdf","USAID","USAID","This resource helps USAID Operating Units ask the \"big questions\" before moving forward with the design of a scholarship activity. It showcases options in terms of size and scope of scholarship programs, as well as to consider ideas that are often an \"afterthought\", such as working with marginalized students, the length of the program, and the dynamic elements (i.e. extracurricular, diversifying students, alumni engagement).",9]
["STAGES OF IMPLEMENTING A USAID SCHOLARSHIP ACTIVITY: PLACING STUDENTS AT THE CENTER",2021,"https://www.edu-links.org/sites/default/files/media/file/Stages%20of%20Implementing%20a%20USAID%20Scholarship%20Activity%20Placing%20Students%20at%20the%20Center.pdf","USAID","USAID","This resource provides an evidence-based overview of the scholarship program cycle, with a student-centered model. Students often experience programs in ways that activity designers and implementing partners don't always plan for. A step-by-step process for planning, selection, orientation, academic experience and emergency management, preparing for graduation and next steps, and alumni engagement with a lens to both the student experience as well as implementing partner experiences.",9]
["HIGHER EDUCATION AND INDUSTRY COLLABORATIONS",2022,"https://www.edu-links.org/sites/default/files/media/file/Higher%20Education%20and%20Industry%20Collaborations_%20A%20Primer_508%20version.pdf","USAID","USAID","This document supports USAID’s Higher Education (HE) Learning Agenda and the goals of USAID’s HE Program Framework. The document provides an overview of the existing scholarship to strengthen evidence-based activity implementation to assist USAID Missions, implementing partners, and other practitioners in better supporting higher education programming in collaboration with the private sector. From the ten learning questions of the HE Learning Agenda, this primer captures key considerations for question 7: “How can HEIs collaborate more effectively with the private sector to enhance the relevance and quality of teaching and learning, and research and innovation?”",9]
["ENGAGING ALUMNI FROM USAID HIGHER EDUCATION SCHOLARSHIP PROGRAMMING",2021,"https://www.edu-links.org/sites/default/files/media/file/Engaging%20Alumni%20from%20USAID%20Higher%20Education%20Scholarship%20Programming.pdf","USAID","USAID","This resource documents good practices in engaging alumni of USAID scholarship programs towards multiple goals including extending impact of programs, supporting future and current participants, building networks among alumni (within and across programs) and giving examples of \"what works\".",9]
["Using Real-World Engagements for Sustainability Learning in ODeL in the Global South: Challenges and Opportunities",2021,"https://doi.org/10.1108/IJSHE-08-2020-0287","Pretorius, R. W., Carow, S., Wilson, G., & Schmitz, P.","International Journal of Sustainability in Higher Education","Purpose This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines. Design/methodology/approach The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning. Findings The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper. Research limitations/implications The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field. Originality/value This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice.",9]
["Developing Self-Regulated Learning Skills in University Students Studying in the Open and Distance Learning Environment Using the KWL Method",2020,"http://hdl.handle.net/11599/3261","De Silva, D. V. M.","Journal of Learning for Development","Open and Distance Learning (ODL) is considered an important strategy for increasing educational access. However, students learning in ODL environments face many challenges. Studies have indicated that students with self-regulated learning (SRL) skills are more likely to succeed in ODL environments. Studies have demonstrated that through instructional strategies, tutors can teach and help improve SRL skills. This development of SRL skills may lead to reduced drop-out rates. To examine the suitability of SRL skills development strategies, the researcher of this study utilised a KWL (What I Know, What I Want to Know, What I Learned) method in the ODL environment in Sri Lanka to help develop SRL skills in university students. This study adopted an action research approach, and twenty-four (24) Bachelor of Education students and three (03) educators at the Open University of Sri Lanka were the participants. Zimmerman & Moylan's (2009) self-regulated cycle of learning model was used for the intervention. A Motivated Strategies for Learning Questionnaire (MSLQ,1991) was administered to measure students' SRL skills. Observations, reflections, and focus group discussions were used to collect qualitative data. The study's findings indicated that the KWL method contributed to the improvement of selfregulated learning skills among student participants.",9]
["Strategy of Using ICT in ODL to Disseminate Higher Education in Tribal Communities: A Case of MP, India",2020,"https://www.emerald.com/insight/2414-6994.htm","Nayak, S. R., Kant, N., & Anjali, K.","Asian Association of Open Universities Journal","Purpose The purpose of this paper is to make an assessment of the challenges in disseminating higher education to the learners in tribal communities, and problems solving capacity of Open and Distance Learning (ODL) by strategically making use of Information and Communication Technology (ICT) taking a case of Madhya Pradesh (MP), which is the most tribal dominated state of India. The paper offers valuable insight in to the usage of ICT as a strategy for the ODL system presenting an account of how it can be utilized effectively to disseminate higher education in tribal communities. Design/methodology/approach Exploratory and descriptive techniques were utilized in this paper adopting the research strategy of case study in terms of the strategic potentialities of ICT in disseminating higher education in tribal communities by ODL using it as a strategy for their empowerment and development. Findings The findings of the paper reveal that dissemination of higher education in tribal areas is a challenging task especially due to their socioeconomic conditions and ethno cultural settings in addition to numerous infrastructural and access related issues. In view of the need of integrating education with the Indigenous perspectives, ICT can be used as an effective strategy by ODL for disseminating higher education amongst learners in those communities by reaching out to them. Practical implications This paper concludes that ICT can help ODL immensely in developing countries such as India strategically in reaching the tribal learners surpassing financial and geographical constraints with a learner centric approach increasing the capacity, quality and cost effectiveness of education system bringing the concept of strategy to center stage, at a time when ICT has fundamentally changed the strategies of different sectors including education with the unprecedented growth in its use. Originality/value This paper concludes that ICT has fundamentally changed the strategies of different sectors including higher education with the unprecedented growth in its use. It also concludes that Indian higher educational sector faced with multitude of challenges is not insulated from the effect of ICT, and its emancipatory and transformative potentials in higher education can play a major substantive role by extending support to meet the increasing higher educational needs of the tribal communities by sufficiently embedding it so that their greater contributions to the Sustainable Development Goals (SDGs) can be ensured.",9]
["Implementing Blended First Year Chemistry in a Developing Country Using Online Resources",2022,"http://dx.doi.org/10.24059/olj.v26i1.2508","Reyes, C. T., Kyne, S. H., Lawrie, G. A., & Thompson, C. D.","Online Learning","Decades of rapid development in information and communication technologies (ICTs) have resulted in tremendous global evolution in computer and online instruction. Many developing countries, however, are still struggling to successfully integrate ICTs in their teaching and learning practices, subsequently leading to slower rates of adapting digital learning pedagogies. To understand how blended instruction might operate in higher education in a developing country, this study explored students’ perspectives on the implementation of blended learning in a first-year chemistry program delivered in the Philippines. Through the resource-based learning framework, multiple types of online learning resources were employed for blended delivery of topics on periodic trends, chemical bonding, Lewis structures, molecular shape and polarity through the learning management system, Moodle. To understand the students’ experiences, a mixed methods approach was employed through a survey, focus groups, and learning analytics. Despite the scarcity of technological resources (such as access to a reliable internet connection) 57.5% of 447 student respondents favoured blended learning because of the flexibility, wider access to different types of interactive learning resources, variety of learning activities, and perceived increase in learning productivity. While the majority of respondents (75.7%) had ICT skills sufficient for education, much fewer had access to computers (19.7%). 40.0% of students self-reported that they preferred a traditional mode of instruction primarily due to the perceived difficulty of chemistry as subject matter and the students’ perceived need for a physically-present teacher to explain concepts face-to-face and to respond to questions that would arise anytime during the learning period.",9]
["University Students’ Persistence with Technology-Mediated Distance Education: A Response to COVID-19 and beyond in Zimbabwe",2021,"https://doi.org/10.19173/irrodl.v23i1.5758","Rudhumbu, N.","International Review of Research in Open and Distributed Learning","Technology-mediated distance education (TDE) has become part of the new normal in the range of teaching strategies used in universities in Zimbabwe. Contemporary literature abounds with studies that highlight challenges associated with access to education in universities, yet very little is highlighted about how TDE can be used to enhance access to education in Zimbabwean universities during the COVID-19 era and beyond. The purpose of this study was therefore to investigate determinants of students' behavioural intentions to persist with TDE in universities in Zimbabwe during COVID-19 and beyond. The study employed a quantitative approach that used a self-constructed structured questionnaire for data collection from a sample of 1,300 distance learning students selected from five universities using a stratified random sampling strategy. Structural equation modelling using IBM SPSS Amos 22 was used for data analysis. Results of the study show that cultural and norms issues ([beta] = 0.325; p < 0.001) and characteristics of the students ([beta] = 0.329; p < 0.001), the lecturer ([beta] = 0.362; p < 0.001), the institution ([beta] = 0.427; p < 0.001), and external stakeholders ([beta] = 0.279; p < 0.001) were all significantly associated with the behavioural intentions of university students to persist with TDE. Results of this study have implications for both policy and practice with regard to implementing TDE in universities.",9]
["A MOOC on Universal Design for Learning Designed Based on the UDL Paradigm",2019,"https://doi.org/10.14742/ajet.5532","Nieves, L. H., Moya, E. C., & Soldado, R. M.","Australasian Journal of Educational Technology","This article presents the design and pilot of an open online course, based on the principle of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive virtual education as an improvement transferable to other contexts. The course constitutes the first massive open online course (MOOC) training proposal of the University of Atlántico in Colombia. In this case study, we employed the instructional design methodology of analysis, design, development, implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines. The design of this online training activity enhances the quality of inclusive virtual education, improves accessibility with no need for platform adjustments, and involves participants in their learning. This educational initiative complements the academic offer for students, graduates, administrators, teachers, and external guests, and contributes to the democratisation of education. The result is the creation of a MOOC, “Inclusive Educational Contexts: Design for all”, which is accessible to a diverse range of learners.",9]
["Flexible Learning Pathways in South African Higher Education",2021,"https://www.iiep.unesco.org/en/publication/flexible-learning-pathways-south-african-higher-education","UNESCO","IIEP Publications","Social demand for higher education has more than doubled in the past 20 years. However, only one-third of all countries’ higher education systems are enrolling more than 50% of the traditional age cohort. Despite major advancements in achieving higher levels of access and participation, inequalities and inequities in higher education persist, and have been exacerbated by the COVID-19 pandemic. Against this background, the IIEP launched the ‘SDG 4 Planning for Flexible Learning Pathways in Higher Education’ project in 2018, to support efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems. The project has identified policies and practices that support flexible learning pathways (FLPs) in higher education for a variety of students. The UNESCO definition of FLPs encompasses ‘entry points and re-entry points at all ages and all educational levels, strengthened links between formal and nonformal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through nonformal and informal education. Research undertaken by IIEP in this area includes a stocktaking exercise of good practices, an international survey, and in-depth case studies of eight countries working to increase flexibility in higher education provision: Chile, Finland, India, Jamaica, Malaysia, Morocco, South Africa, and the United Kingdom.",9]
["Partnership with Stakeholders as Innovative Model of Work-Integrated Learning for Unemployed Youths",2022,"https://doi.org/10.1108/HESWBL-03-2021-0065","Mayombe, C.","Higher Education","Purpose The unemployment rate among disadvantaged youths (aged 15–34 years) in large parts of Africa, Asia and Latin America has become a global concern. The concern in this article is that most WIL programmes could not facilitate a smooth WIL-to-work transition. The purpose of the article is to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of the disadvantaged youths. Design/methodology/approach A qualitative approach was suitable for examining the features of an innovative WIL model. Semi-structured interviews were used to collect data from seven managers of different firms and institutions, and ten trainees to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of disadvantaged youths. Findings The main findings reveal that local businesses and enterprises played important roles in participating in the design of the WIL curriculum, providing adequate mentorship for work experience and micro-placement to the trainees. Based on the findings, the author concludes that the partnership with stakeholders as an innovative WIL model contributed to the employability of disadvantaged youths through the acquisition of work experience and work-readiness. Practical implications The implication of the findings is that the commitment of partner stakeholders ensures that WIL graduates continue to be employed. The commitment of partner stakeholders evident in this study is likely to continue creating better employment prospects for WIL graduates. Originality/value Though stakeholder partnerships are common in WIL programmes and TVET, the innovativeness of this model lies in the features of WIL programmes, the roles and commitment of stakeholders including the outcomes of the partnerships.",9]
["Young People’s Participation Experiences of Technical and Vocational Education and Training Interventions in Low- and Middle-Income Countries: A Systematic Review of Qualitative Evidence",2022,"https://doi.org/10.1186/s40461-022-00136-4","Shi, Y., & Bangpan, M.","Empirical Research in Vocational Education and Training","Technical and vocational education and training (TVET) has attracted wide attention with its potential to alleviate poverty and improve youth employment in low- and middle-income countries (LMICs). However, no agreement has been reached on its impact on participants’ wellbeing and livelihoods. Most previous reviews were restricted to economic and employment-related outcomes through statistical meta-analyses and failed to examine participants’ comprehensive experiences. This systematic review investigated young people’s learning process and consequences of TVET participation in LMICs by reviewing qualitative evidence across 31 published and unpublished studies from 2000 to 2019. Adopting a framework thematic synthesis approach, this study revealed that TVET participation had a multi-dimensional impact on young people’s cultural capital (skills and knowledge, credentials and socio-emotional competencies), social capital (bonding, bridging and linking social relationships), aspirations, and health, beyond economic consequences. Participants’ mixed experiences were collectively shaped by multiple factors, including intervention features, intervention quality (curriculum and content, instructor and instruction, administration and management), learning environment (physical environment, instructor-learner relationship and peer relationship), individual characteristics, and social norms. Findings also indicated that disadvantaged youth particularly benefitted from TVET participation, which highlighted the potential of TVET to improve education access and equity. A framework was distilled from evidence synthesis to inform future research and practice that aim to design, implement and evaluate TVET in a way to enhance young people’s overall wellbeing in the developing context.",9]
["Area-Based Participatory Action Learning of Social Studies Pre-Service Teachers to Develop Indigenous History Learning Resources for Diversity Students in Northern Thailand",2022,"https://doi.org/10.5539/hes.v12n2p20","Mangkhang, C.","Higher Education Studies","The research aimed to 1) study the needs in developing indigenous history for diversity students in Northern Thailand, 2) develop indigenous history learning resources for diversity students in Northern Thailand through area-based participatory action learning of social studies pre-service teachers, and 3) distill learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand. The methodology of the research was based on Participatory Action Research (PAR). The sample in the research consisted of 1) community leaders, monks, school administrators, folk philosophers, and youth representatives accounting for 22 people; 2) 10 social studies pre-service teachers; 3) 8 indigenous mural painters, making a total of 40 people. The instruments used in the research were 1) unstructured interview forms, 2) forms of synthesizing knowledge to moral creativity, 3) validity assessment forms of indigenous history data, and 4) focus group discussion recording forms. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. Study results revealed that: 1) From the area-based action on the legend of Viang Malika and Phra Nang Malika from history in the educational sandbox of Chiang Mai province, it was found that the community has demand in terms of developing learning resources telling its indigenous history through the temple which is the common area in the community. The demand is to present indigenous history which is part of the historical development of the Lanna Kingdom in terms of business, politics, administration, education, religions, and the environment including women's roles as governesses or kings. This shows feminist concepts appearing on the page of indigenous history and reflects equality in stepping over physical limitations of the body (disability). The frame limiting gender is destroyed through the history of leaders and kings in indigenous history has influenced the development of the history of the historical development of the Thai local society up to the present time. 2) Developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diverse students in Northern Thailand has brought about indigenous history learning resources integrating cooperation between universities, communities, temples, and schools. Indigenous history learning resources have been brought about, which helps promote quality learning management. And 3) From distilling learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand, the important social studies competency of social studies pre-service teachers for 4 aspects were found. This is called the competency of area-based social studies learning or so-called \"VCAP\" consisting of 1) Value Domain, 2) Cognitive Domain 3) Affective Domain and 4) Psychomotor Domain, which helps promote occupational competency of pre-service teachers to be more efficient.",9]
["Maintaining Student Engagement: The Digital Shift during the Coronavirus Pandemic a Case of the Library at the University of Pretoria",2021,"https://doi.org/10.1080/13614533.2021.1976234","Matizirofa, L., Soyizwapi, L., Siwela, A., & Khosie, M.","New Review of Academic Librarianship","The South African Higher Education Institution (HEI) sector had to move to ‘emergency’ online learning during the covid-19 pandemic, and they embraced a humanistic approach underpinned by the need to complete the academic year in 2020 and support all students. Because this emergency online learning accelerated the digital shift, evidence of pre-existing disparities and inequalities have been magnified, such as the digital divide, infrastructure, connectivity, access to data, digital literacies, vastly different learning environments, software and hardware tools, and others. The Department of Library Services (DLS) is aligned to the University of Pretoria’s shift to online learning and to reimaging its service offerings and innovation readiness. It deliberately adopted a responsive engagement strategy for students, staff, senior management and service providers. Therefore, the DLS now offers a mix of services and programmes, with more reliance on virtual services to support and sustain the academic agenda. This paper provides real-life case study experiences of student engagement during the covid-19 pandemic, with reference to the relevant student engagement with literature. It also reflects on how the DLS previously applied attributes of service innovation, such as ‘employing’ a client-service robot at an HEI library in Africa, this being in keeping with the UP’s innovation culture.",9]
["An Investigation of the Relationship between Academic Numeracy of University Students in South Africa and Their Mathematical and Language Ability",2020,"https://doi.org/10.1007/s11858-019-01063-7","Prince, R., & Frith, V.","ZDM: The International Journal on Mathematics Education","In South Africa many school-leavers are underprepared for higher education, especially in academic literacies, including numeracy. It is important for higher education to identify the students most vulnerable to failure in coping with the numeracy demands of the curriculum, so that resources available for interventions can be most fairly used. To this end, we seek to answer the question: ‘What is the relationship between students’ academic numeracy and their mathematical and language competence.’ We investigate the relationship between students’ academic numeracy scores (on a test reflecting the expectations of higher education) and their writing of four school-leaving examinations that reflect most directly mathematical competence and language ability. In a sample of 7464 students, only 13% had numeracy test scores that were classified as proficient, almost all of whom had studied Mathematics and English Home Language. Almost 90% of those who took Mathematical Literacy and English First Additional Language achieved scores in the lowest category. Comparing the test score distributions of groups of students defined in terms of the mathematics and language school subject combinations, reveals that mathematics competence and language ability are equally related to students’ academic numeracy. The results indicate the need for curriculum reforms in schools and in higher education. Ideally, development of students’ academic numeracy should be infused in the teaching of the disciplinary discourses. The effectiveness of interventions intended to improve academic numeracy will be enhanced if they focus not only on quantitative competence but also on language development.",9]
["Social Action Learning: Applicability to Comrades in Adversity in Nigeria",2020,"https://doi.org/10.1080/14767333.2020.1712848","Ogun, A., Braggs, R., & Gold, J.","Action Learning: Research and Practice","The paper considers the learning of former abductees in Nigeria who enrolled on the New Foundation School University Preparatory (NFSUP) programme at the American University of Nigeria (AUN). The research question is: Can action learning enable a holistic evaluation of the student learning experiences of former terrorist abductees on a university preparatory programme at the AUN? The methodology employed is based on the praxeology of action learning, combined with grounded theory. Literature relating to abduction, stigmatisation and exclusion are considered along with coverage of the Boko Haram abduction of Chibok school girls in Nigeria. Findings show action learning enables student engagement, promotes confidence, encourages social and emotional learning and provides a forum for feedback from NFSUP students. This paper could also be relevant for preparatory and transformational courses in a wider community that includes refugees, internally displaced persons, child soldiers, teenage victims of trafficking and sexual grooming. Action learning probably enables a more holistic evaluation of student learning than Course Experience Questionnaires. A hybrid of both approaches should be considered by educational institutions as an assessment tool.",9]
["Factors Affecting Learners’ Perception of E-Learning during the COVID-19 Pandemic",2022,"https://www.emerald.com/insight/2414-6994.htm","Perera, R. H. A. T., & Abeysekera, N.","Asian Association of Open Universities Journal","Purpose The purpose of this paper is to identify the factors affecting learners' perception of e-learning during the Coronavirus-2019 (Covid-19) pandemic. Furthermore, it investigates mechanisms that enhance students' engagement in e-learning, especially under the constraints created by the pandemic. Design/methodology/approach Quantitative research approach was used, and data were collected using a structured questionnaire. The sample consisted of 163 undergraduates registered at the Faculty of Management Studies of the Open University of Sri Lanka (OUSL). The structured questionnaire was designed taking into consideration learners attached to different regional centers and study centers of the OUSL. Findings As per the findings, performance expectancy, social influence, effort expectancy and service quality are the factors which have significant effects on students' “intention to use” e-learning as a method of pursuing education. Furthermore, it was observed that 65.6% of the students had access to technology through mobile phones, while 53.4% of the students had engaged in e-learning for the first time. This was mainly due to restrictions that were imposed during the Covid-19 pandemic. Practical implications The study will help in formulating policies and introducing procedures in relation to online teaching-learning models to be used by both teachers and learners, especially in similar pandemic situations in the future. Originality/value This study will assist to determine the effectiveness of the e-learning system used by the OUSL. The findings highlighted the importance of improving information technology (IT) facilities available at all the regional and study centers across Sri Lanka.",9]
["Implementation of Online Learning Program in Migrant Community: Teachers’ Challenges and Suggestions",2022,"http://dx.doi.org/10.17718/tojde.1050351","Lwin, S., Sungtong, E., & Auksornnit, V.","Turkish Online Journal of Distance Education","While several scholarship opportunities are available to Myanmar migrants and refugee students in Thailand, many students face difficulties finding affordable and convenient ways to prepare for university entry requirements. To provide lifelong learning opportunities for these marginalized young adults, flexible online learning programs can play a significant role. This exploratory qualitative case study presents the challenges hindering the implementation of an online learning program in Mae Sot, a Thai town on the border with Myanmar. The study also reports suggestions of the participants in dealing with challenges of online learning for migrant students. Nine administrators and teachers of migrant learning centers (MLCs) in Tak province participated in this study. Semi-structured interviews and document analysis were methods applied. Although the migrant community acknowledges the benefits and opportunities of online learning, MLCs have not yet fully implemented eLearning as a mode of education. There are particular challenges to effectively implement the online learning program in the migrant community. Six challenges are identified: accessibility, support services, attitude, networking, contents, and accreditation, along with solutions proposed by the participants. This study claims that lack of accessibility, attitude and networking in the community are the major barriers among the other challenges in the migrant community. In dealing with challenges, three main recommendations proposed by the participants were: to develop courses for the beginner level, to establish an online learning study center with suitable infrastructure and resources in the migrant community, and to have regular communications with the migrant education providers.",9]
["Capacity Building in Small Business Management for New Literates through Action Research",2019,"https://doi.org/10.1080/2331186X.2019.1643443","Arko-Achemfuor, A.","Cogent Education","This article reports on a community engagement project by the University of South Africa’s Department of Adult Basic Education to address the challenges faced by new literates in establishing and managing projects and small businesses. The main objective of the article was to assess how capacity and training workshops have been used as tools to empower individuals and groups who have just completed basic education to start and run successful business. In assessing the impact of the Kha Ri Gude Mass Literacy Campaign (KMLC) on the lives of graduates, it came to the attention of the Department that the graduates have taken initiatives to start SMMEs and other projects in their communities but the lack of business and project management skills was causing failures in a number of the initiatives. The qualitative method of enquiry using multiple case studies was applied in the article. The main instruments applied for data collection were individual and focus group interviews and observations. The initial data collection in three provinces in 2013 served as the baseline where the requests were made and the need analysis conducted. The finding indicates that the interventions have now helped the graduates to start and run SMMEs effectively, access markets for their products, form networks, register individual businesses and cooperatives and writing funding proposals among other skills. The articles recommend for the initiative to be rolled out in all the other provinces as it has proven to be successful in the areas it has been piloted.",9]
["Grounding Participatory Action Research in Rural Colombia: A Demonstration Study on Youth Financial Inclusion",2019,"https://doi.org/10.1080/02601370.2019.1579262","de Jong, G., Fajardo Rojas, M. A., & Almeyda, G.","International Journal of Lifelong Education","Since the new millennium, the issue of financial inclusion of young people has increasingly gained recognition, especially in relation to those living in deprived circumstances. Financial inclusion can be promoted through education that specifically aims for the strengthening of young persons’ financial capabilities. In 2013, a participatory action research project was started in a rural region of Colombia to improve the research capacity of a local university through the development and implementation of a demonstration project on the financial inclusion of young people. University teachers, students and employees of a financial cooperative were trained in conducting qualitative methods with a specific aim of being responsive to the life stories of their interviewees. This paper shares the experiences from an international team of educational scholars who aim for the democratisation of research capacity and the dissemination of localised knowledge. This is done by working closely together with stakeholders and ultimately giving a voice to youth employed in the informal economy as they are usually the ones being most deprived from access to financial services.",9]
["A Systematic Review of International Higher Education Scholarships for Students from the Global South",2020,"https://doi.org/10.3102/0034654320947783","Campbell, A. C., & Neff, E.","Review of Educational Research","This systematic literature review maps an emerging subfield in educational research : international scholarships for students from the Global South. To untangle the multiple and sometimes competing rationales for scholarship programs, this study identified and reviewed 105 peer-reviewed articles and book chapters published from years 2010 to 2019. From the findings, six primary and distinguishable program rationales emerge: scholarships to develop skills development and human capital, to enhance diplomatic relations, to promote social change, to spur sustainable development, to internationalize universities, and to increase students’ access to higher education. In the analysis, complements and contradictions among the rationales are explored, thereby emphasizing the importance of clarifying programs’ goals and designs. The goal of this review is to highlight variances, opportunities, and omissions within the literature to inform scholars, administrators, and policymakers in the field of international higher education.",9]
["Experiences in a Tutoring Programme for BEd Foundation Phase isiXhosa First-Language Students",2020,"https://doi.org/10.4102/rw.v11i1.259","Carnow, A. J., Steenkamp, A., & Ekron, C.","Reading & Writing: Journal of the Reading Association of South Africa","Background: IsiXhosa students enrolled for the BEd Foundation Phase qualification at a university in South Africa failed their first year in identified at-risk subjects, namely Mathematics in Education, Language in Education and Computer Literacy. The students stated the reasons for failure as not understanding the concepts and terms of the subjects presented to them in English. Objectives: A tutoring programme was initiated in the home language of the students with the aim of improving their understanding and chances at success. Method: Semi-structured interviews and reflective journals within a qualitative case study were used to understand how the tutees and tutors as key role players, the programme coordinator, lecturers in the three subjects and the tutor trainer experienced the tutoring programme. The study was framed within social constructivist theory and an interpretative paradigm employed for analysis of data. Results: The findings suggested that tutoring in their home language grants isiXhosa students an improved understanding of the concepts and terms of the course material, which they had difficulty understanding. Conclusion: Tutoring in the home language should become a mandatory practice for students whose home language is not the language of learning and teaching in the institution. The study contributes to knowledge on how tutoring in the home language provides isiXhosa students access to the curriculum by assisting them in minimising their struggles with English as the language of learning and teaching. Keywords: tutoring; tutors; tutees; higher education; language of learning and teaching; under-preparedness",9]
["Examining First-Year Students’ Experience of Being Tutored: A South African Case Study",2020,"https://www.iier.org.au/iier30/maphalala.pdf","Maphalala, M. C., & Mpofu, N.","Issues in Educational Research","The inclusion of tutoring as an instructional support strategy in higher education resulted from an awareness that students lack both the metacognitive and self-regulatory practices required to complete their academic programs successfully. In addition, graduation-based funding systems have resulted in higher education institutions using tutoring as a selfserving strategy to augment learning and improve completion rates to ensure funding. Notwithstanding the theoretical and conceptual lens provided by studies reported in the current literature, there would appear to be a glaring gap in understanding of the sociocultural nuances that shape tutoring. To address this gap, the present study followed an intrinsic case study design to understand how sociocultural distinctions at a university in South Africa intersect to shape the tutoring experiences of 11 first-year students. The participants were purposefully selected, and data were collected using a focus group discussion. Data were analysed using an inductive thematic framework and, from this analysis, five themes emerged: translanguaging as a tutoring strategy, the use of technology to enhance tutoring experience, tutoring as an intersubjective process, the axiological nature of the tutorship program, reflection on the tutorship program. Based on the findings, we recommend that tutoring programs become more multilingual, structured and collaborative.",9]
["Access to Higher Education in South Africa: Expanding Capabilities in and through an Undergraduate Photovoice Project",2020,"https://doi.org/10.1080/09650792.2019.1612767","Martinez-Vargas, C., Walker, M., & Mkwananzi, F.","Educational Action Research","There is a gap in research on access to universities in South Africa. The research that exists focuses on quantitative methodologies, although some qualitative studies are now emerging. These research methodologies, although necessary and substantial for the development of equity measures and policies, might be less successful in their impact on the local context, on research participants and in expanding what counts as knowledge in the university. In this paper, participatory research, which has not been used to research access, is explored. The paper seeks to go beyond the instrumentalization of research participants – especially those from low-income households – highlighting the potential of using multi-strategy research, in which participatory elements are included as a way to foster both participants’ human development and local impact. Drawing on a research project on access to higher education in South Africa, the paper demonstrates that by including participatory elements (in this case photovoice) has the potential to operationalize Appadurai’s notion of the ‘right to research’ among undergraduates. Using data, including processes, observations, workshops, interviews, and visual narratives from a participatory photovoice project, the findings highlight how methodological plurality creates space for locally and relevant knowledge production, challenging epistemic barriers and fostering human development among the research participants.",9]
["Kinds of Support Offered by the Disability Unit to Students with Disabilities at Institutions of Higher Learning in South Africa: A Case Study of the University of Venda",2019,"https://doi.org/10.24085/jsaa.v7i2.3825","Mbuvha, T.","Journal of Student Affairs in Africa","More and more tertiary institutions are now focusing on the mainstreaming and inclusion of students with disabilities. Some higher education institutions (HEIs) in South Africa have established so‑called Disability Units (DUs) to offer specialised services to students with disabilities, to facilitate access and integration of these students at their institutions. For many students with disabilities, the DU services are the first point of contact. These units work to facilitate access and ensure participation in the university for students with disabilities. This involves making “reasonable adjustments” and providing support for students with disabilities to ensure full participation and equal opportunities. Students with disabilities who will need support and alternative arrangements range from students with hearing impairments, visual impairments, physical impairments, health impairments (such as chronic illness), learning impairments, or psychiatric disabilities. Although universities, both locally and internationally, may systematise support in slightly different ways, many universities follow similar trends to accommodate and support students with specific disabilities as per their needs. Appropriate support systems in teaching and learning are vital in ensuring equal access for students with disabilities. The commitment of the institution to facilitating support and participation depends on its willingness to change admission, curricular and assessment procedures, as well as physical accessibility of the institution. We have seen from the literature that support for students with disabilities varies from country to country (Lane, 2017; Mantsha, 2016). We followed a qualitative research approach and adopted a case study research design to understand the phenomenon of student support better. We used classroom observations, document analysis and focus group interviews to collect data. Ten students with disabilities participated in the study. The study found that the DU of the university played an important role in supporting their studies. However, the students did not receive adequate additional support from their lecturers such as tutorials and differentiation of the curriculum. Shortage of learning materials specifically adapted for students with disabilities was mentioned as a weakness. The study recommends that lecturers should be trained on how to teach and support students with disabilities as this will enhance the quality of teaching and learning for these students. Other recommendations include that the DU should establish an online interactive portal for its registered students to increase communication between students and the university.",9]
["Youth Aspirations and Experiences: A Case Study of Alternative Higher Education Programs Offered by an NGO in Malawi",2021,"https://doi.org/10.32674/jcihe.v13i5S.4135","Nkhoma, A. A.","Journal of Comparative and International Higher Education","Globally, nations are still dealing with numerous challenges in higher education that include access, participation, equity and relevance. Despite efforts made to improve access, Malawi still struggles to provide higher education to its growing youth population. Up to 60% of eligible university candidates may not be accepted due to limited infrastructure and facilities, while less than 1% of Malawi's qualified cohort get enrolled in some form of tertiary education. As a result, this study explores alternative higher education programmes offered in Malawi. Efforts are being made to enhance youth access to higher education, and yet there is limited knowledge on whether these alternative higher educational programmes meet the youth's aspirations. The study uses a qualitative case study based on the views of youth from a selected NGO. The study examines the youth's unique experiences of alternative education programmes to determine how these initiatives prepare them to live meaningful lives that they have a reason to value, aspire towards and enhance their wellbeing. The study addresses the need for studies in higher education in Malawi and employs the capabilities approach framework in a country that concentrates on basic education. It envisages contributing to policy formulation, practice and evaluation to meet youth aspirations and aid their capability formation and enhancement. The study also aims to contribute to refining the capabilities approach scholarship within the higher education landscape.",9]
["Instructors’ and Administrators’ Perspectives on Culturally Responsive Teaching in Rwandan Higher Education",2022,"https://scholarworks.waldenu.edu/dissertations/9637","Rulinda, E., Jones, D., Wattam, D. K., & Thompson, R. B.","Research in Higher Education Journal","In Rwanda, the number of culturally minority students in higher education institutions has been increasing in recent years, yet the role of instructors and school administrators in utilizing culturally responsive teaching (CRT) methods for those students remains unclear. The purpose of this qualitative case study was to describe instructors’ and school administrators’ views of their roles in utilizing CRT methods. The conceptual framework for this study included CRT best teaching practices and approaches; institutional, personal, and instructional dimensions of CRT; and components of the preparation for and practice of CRT. The study was conducted at a university with three campuses located in Rwanda’s Southern, Eastern, and Kigali provinces. Participants included five instructors and seven administrators selected through purposive sampling. Face-to-face interviews and documents were used as data sources. Data analysis was performed using coding, categorization, and themes. The findings revealed that instructors viewed administrative assistance; classroom climate; the determination of curriculum strengths and weaknesses; and changes in school leadership, policy, and administrative practices as key factors in using CRT methods. Administrators viewed training and professional development; changes in school leadership, policy, and administrative practices; conflict prevention; a healthy learning and living environment; and changes in instructional programs and strategies as best practices. A study to describe minority students’ views of instructors’ and administrators’ roles in conducting CRT was recommended. This study may result in positive social change by increasing instructors’ and administrators’ knowledge of strategies to better meet minority students’ needs.",9]
["Measuring the Impact of an International Service-Learning Project through Community Assessment in Rwanda",2020,"https://doi.org/10.3998/mjcsloa.3239521.0026.110","Spear, A., & Chapman, N.","Michigan Journal of Community Service Learning","In 2015, a university from Hong Kong led an international service-learning course to Kigali, Rwanda. The focus of the course was to install solar panels in individual households in a community, on the outskirts of Kigali, without access to electricity. The following year, the Hong Kong university partnered with a university in the United States and returned to Rwanda to expand the solar panel project in the same community. The central question of the qualitative impact assessment was, How, if at all, has the installation of solar panels impacted individual households and the community as a whole in the past year? Data methods included semi-structured interviews and observations during visits to the 16 households who had received solar panels in previous iterations of the service-learning project. Findings demonstrating five reoccurring themes emerged: project implementation, economic savings, improvement of study environment for childhood, women’s empowerment, and improved quality of life. A strategic government development plan, a sustained relationship between a university and a local organization, and the type of service project are highlighted as important factors. The importance of local participation in the design and implementation of the solar home systems (SHS) project is emphasized, and an unexpected impact on gender dynamics related to project design is explored.",9]
["Learning Communities for Teaching Practice School Placements: A Higher Education Initiative to Promote Equity for Students with Disabilities",2019,"https://doi.org/10.24085/jsaa.v7i2.3823","Subrayen, R., & Suknunan, S.","Journal of Student Affairs in Africa","In South Africa, scholarship on the teaching practice learning experiences for students with disabilities is a relatively new area of sociological inquiry. Social justice arrangements in the South African Higher Education policy frameworks identify the equity imperative as being of critical importance for social redress and transformation for all students. This qualitative study drew on the teaching practice school placement experiences of five Bachelor of Education students with either visual or physical disabilities and who were part of a teaching practice learning community. The findings of this study suggest that, for students with visual and physical disabilities, learning communities were perceived to be a structure that enhanced equity arrangements for human development and well-being in teaching practice school placements. In addition, and in alignment with equity arrangements, the need for a social justice reform agenda for teaching practice school placements emerged from the data. The study concludes that learning communities as a context-specific institutional structure support freedom, agency, dialogue and participation, and respect for disability required for capability expansion for human development and well-being in the teaching practice school placements of students with visual and physical disabilities. These were found to enhance equity arrangements for students with visual disabilities and physical disabilities.",9]
["Participatory Parity through Teaching with Telegram",2022,"https://doi.org/10.18820/2519593X/pie.v40.i1.6","Swartz, B. C., Valentine, L. Z., & Jaftha, D. V.","Perspectives in Education","The COVID19 pandemic thrust emergency remote teaching (ERT) into the global spotlight and thereby undeniably changed aspects of the higher education (HE) landscape. For a developing country such as South Africa (SA), the use of the mobile instant messaging (MIM) application (app) called Telegram represents a practicable solution to overcome historical socio-economic challenges faced by certain demographic groups of limited or restricted access to devices and data. Against this backdrop, a Telegram teaching intervention was developed by two lecturers in the Engineering Faculty at a University of Technology (UoT) in SA to deliver curriculum content and engage with students in a low-tech, low-cost/low-data usage manner, and consequently to widen access to education, promote inclusivity and thereby facilitate student access, retention and success. This study explored student perceptions of the MIM app being used as a primary vehicle to deliver succinct instructional materials and facilitate class activities to offset the lack of faceto-face classes in a multimodal and flexible curriculum delivery approach. Following the completion of the Telegram teaching intervention, a mixed method approach was used that included two online surveys measuring different aspects of the same project (n=34 and n=32) and a focus group interview (n=6). Three research lenses suggested by Fraser (2008) were used to evaluate student perceptions of the usefulness and (dis)advantages of Telegram. These lenses were: (1) redistribution (of resources), (2) recognition (related to social status) and (3) representation (who can act/say/ challenge in an academic environment). Ethical clearance was obtained from Cape Peninsula University of Technology’s Ethics committee. Initial results indicate that using the Telegram app for teaching and learning was successful. Significantly, the app allows for the emergence of a socially just online classroom environment and an inclusive and enabling learning experience for the students during a very disruptive and fearful time in the world’s history.",9]
["Teaching and Learning in a South African University: Are Peer Facilitators’ Strategies Succeeding? Journal of Academic Ethics, 20(1), 3–22",2022,"https://link.springer.com/article/10.1007/s10805-020-09361-6","Tanga, M., & Luggya, S.","Journal of Academic Ethics","The aim of this paper is to examine the strategies used by peer facilitators in improving students’ academic performance in a previously disadvantaged university in South Africa. It also assesses whether peer facilitators are succeeding in this quest. This paper stems from a larger study on the implementation of peer academic support programmes, which used the qualitative research approach and a sample of 31 participants made up of peer facilitators, students and programme coordinators. The study made use of in-depth interviews and focus group discussions as well as documentary analyses as methods of data collection. Data was analysed thematically using the main and sub themes that emerged from the data coding. The results indicate that peer facilitators use different strategies to engage students in an interactive manner in order to improve their academic performance. Some of these strategies include ethically acceptable discussions, questioning, and answering and redirecting questioning. The findings further show that these strategies are succeeding in improving students’ academic performance to an extent. This is through improved pass rates and skill proficiency in various areas of academic learning. However, the participants reported that the strategies are not satisfactorily yielding the desired results because of certain impediments, which include the behaviour of some facilitators, poor relations between the Teaching and Learning Centre (TLC) and various departments, and less individual attention paid to students by the peer facilitators, some of which raise ethical concerns. Consequently, these hinder satisfactory achievement of students’ academic overall performance at the university. Among other recommendations, the Teaching and Learning Centre should forge better relations with departments to attract needy students for academic support, and there is need to ensure better preparation of peer facilitators with necessary acumen to guide students effectively.",9]
["Factors That Influence Instructors’ Integration of Social Media Platforms into Higher Education Pedagogy in Ghana",2020,"http://dx.doi.org/10.5296/jei.v6i2.17367","Ananga, P.","Journal of Educational Issues","Higher Education (HE) institutions have been exploring new approaches that will enable them to manage with the increasing demand of access to education. One key area is in the usage of new models, new innovations, and new ways of delivering the curriculum, connecting students with their instructors such as the use of Social Media (SM) in teaching. This paper examined the factors that influence instructors’ use of SM in Ghanaian HE pedagogy. The study employed the concurrent triangulation mixed method approach using questionnaire and semi-structured interview guide to obtain data from two hundred and thirty-five (235) instructors who were selected using the multistage sampling technique from the University of Education, Winneba (UEW) and the Ghana Technology University College (GTUC). The key findings point to the fact that instructors’ professional rank, intrinsic drive, functionality of SM platforms, user friendliness, motivation, ease of use of the SM platforms, access to internet connection and ease of communication in using the platforms were the factors that influenced instructors use of SM for teaching. The study concludes by indicating the implications of the findings for policy on the use of SM for delivering instruction in Ghana and recommends the need for HE authorities to come up with motivational packages that would encourage instructors to integrate SM into the pedagogy of HE in Ghana.",9]
["Equitable, Quality Education for Ethnic Minority Students? A Case of “Positive Deviance” in Vietnam",2021,"https://doi.org/10.1086/714962","Iyer, P., Rolleston, C., & Huong, V. T. T.","Comparative Education Review","Vietnam has achieved near-universal access to compulsory schooling over the past two decades. However, inequalities between ethnic majority and minority students are stark at post-compulsory levels, where progression is selective based on academic criteria and ability to pay. In this article, we adopt a mixed-methods approach to examine quality and equity for ethnic minority students in upper secondary education. Across five provinces, we find that ethnic minority students attend “less effective” upper secondary schools than ethnic majority students. However, an in-depth case study of an ethnic minority boarding school in Lao Cai province provides an example of positive deviance. Guided by a targeted affirmative action policy, the provincial government invests a relatively high level of resources to provide fee-free, high-quality schooling for gifted ethnic minority students. We consider the extent to which such policies can redress socioeconomic inequalities in Vietnam, and wider lessons for creating more equitable education systems.",9]
["When Developing Countries Meet Transnational Universities: Searching for Complementarity and Dealing with Dual Embeddedness",2020,"https://doi.org/10.1177/1028315319835536","Guimón, J., & Narula, R.","Journal of Studies in International Education","During the past two decades, a growing number of universities, mainly from developed countries, have established branch campuses in developing countries. From the developing country perspective, attracting foreign universities can help mitigate financial constraints and capacity shortages that impair the state’s ability to provide greater access to higher education, while also improving teaching and research in general. However, foreign universities may also be detrimental if they crowd out their domestic counterparts. We explore different scenarios and policy options for developing countries aiming to attract foreign universities, building upon a review of four case studies from Chile, China, Kazakhstan, and Malaysia. Our analysis illustrates how host countries can provide incentives to align incoming foreign universities to complement and strengthen the areas of weakness in their higher education systems. We also reflect on how policy-makers can deal with the challenges associated with the dual embeddedness of international branch campuses.",9]
["“Witch Doctors” or Professionals? The Graduates of Mexico’s First Intercultural University and the Struggle for Legitimacy",2021,"https://doi.org/10.14507/epaa.29.6384","Lloyd, M.","Education Policy Analysis Archives","Since 2003, the Mexican government has opened 11 intercultural universities serving a total of 15,000 students, a majority of whom are members of Mexico´s Indigenous minority. While there is a growing body of work analyzing the intercultural model from public policy and theoretical perspectives, few studies focus on the experiences of the students and graduates of these institutions. In this article, I share the findings of one such study of the Intercultural University of Mexico State, the pioneer of the intercultural universities. Through interviews with graduates, students, and deans of three undergraduate intercultural programs, I seek to answer a central question, which is rooted in critical and decolonial theory: To what degree does the intercultural model achieve its stated mission of empowering Indigenous students and to what degree does it contribute to the reproduction of inequality? In general, the findings are mixed. While many students share experiences of discrimination in the workplace, and even being derided as “witch-doctors,” they argue that attending an institution with a critical mass of Indigenous students has empowered them personally and professionally, transformed their cultural identities, and given them a new appreciation for their Indigenous roots.",9]
["Evaluation of an English Language Peer Tutoring Intervention",2020,"https://doi.org/10.1108/IJEM-04-2019-0129","Mackenzie, L.","International Journal of Educational Management","Purpose Desertion rates in Colombian universities remain unacceptably high. In the field of foreign languages, academic failure is particularly concerning since English language instruction is compulsory in most universities. To address the issue of poor student performance and high dropout rates, the University of Colombia has set up a peer tutoring scheme (PTS) for English as a foreign language (EFL) students in order to inform programme development. The paper aims to discuss this issue. Design/methodology/approach The study was informed by realist evaluation principles. Qualitative in-depth interviews were conducted with eight PTS stakeholders supplemented by documentary analysis of the programme’s publicity material on the PTS website. The data were analysed using thematic analysis. Findings Findings reveal discrepancies between the “espoused theory” about how the programme operates and the “theory-in-use”. In particular, according to stakeholders, the programme does not appear to be used by many of those EFL students who would benefit from it, which suggests that the programme is not as effective as it could be. Student and teacher contextual factors and mechanisms may explain the reasons for issues with programme effectiveness. Research limitations/implications Formative evaluations such as the current study can provide rich contextual information, but cannot be generalised to other settings. Also, this study does not explore the perspective of peer tutors and tutees, which means key variables may have been overlooked. Further research into the perspectives of tutors and tutees would therefore be needed to firm up these conclusions. Practical implications Due to the scarcity of literature into EFL peer tutoring interventions in higher education (HE), it is hoped that these findings will have relevance for similar contexts. The current evaluation highlights the influence of contextual factors such as willingness to ask for help, student motivation, student priorities, tutor credibility, teacher workload, timetabling and scheduling issues and involvement from teachers on the success of open-access peer tutoring programmes for EFL students in higher educational settings. Originality/value As far the researcher is aware, this is the first evaluation of an EFL peer tutoring programme in a private HE context in Colombia, and one of only a handful of studies into EFL peer tutoring programmes. The findings therefore have implications for those working in similar contexts.",9]
["A Socially-Critical Curriculum for PETE: Students’ Perspectives on the Approaches to Social-Justice Education of One Brazilian Programme",2021,"https://doi.org/10.1080/13573322.2020.1839744","Neto, L. S., Venâncio, L., Silva, E. V. M. e, & Ovens, A. P.","Sport, Education and Society","Brazil is the largest and most influential country in South America with a population of about 211 million. The reality is a country with a wide gap between rich and poor. Many of its issues of (in)equity are related to a complex mix of factors, such as its large population, ethnic and cultural diversity, class and income disparity, late slavery abolishment, unstable democracy and political governance. At a national level, the former Brazilian government attempted to address the challenges outlined above by passing new legislation in 2007 that expanded the services and scope of the federal universities, particularly in respect to increasing access to tertiary education and providing increased support and infrastructure for people of middle- and low-income families. In this paper we analyse a PETE programme offered at one university in the Brazilian Northeast in response to changes introduced as a result of the 2007 legislation. Drawing on the perspectives of graduates from this programme, we examine how they see the complexity of social justice and equity issues from their experience in the course. Data were generated through focus group and individual interviews with former students. We supplemented this with document analysis of key policy and curriculum artifacts produced by the programme, and consultation with professors from the course to better understand the former students’ experiential dynamics. Each participant expressed a strong affinity for and orientation towards social justice as an integral aspect of school physical education. The curricular restructuring enables students to engage with a broad range of content underpinned by ethical, political, aesthetic, epistemological, pedagogical and theoretical-methodological principles. We consider that this curricular orientation seeks to meet the regional and local needs so that future physical education teachers, in turn, intervene with a more critical socio-cultural perspective in their teaching.",9]
["“This Barrier Between:” The Ethnic Divisions of Higher Education in Malaysia and the United Arab Emirates",2019,"https://link.springer.com/article/10.1007%2Fs10734-018-0307-5","Stephenson, G. K., & Rajendram, S.","Higher Education: The International Journal of Higher Education Research","Malaysia and the United Arab Emirates are home to wealthy minority groups with little or no access to public higher education. These countries share parallel trajectories of economic and educational growth, yet they have starkly different citizenship and educational policies that govern the diverse populations within their borders. The result in higher education has been differentiated systems whose contours are largely shaped by these ethnic divisions. Institutional prestige, student enrolment, and long-term sector stability are the areas most strongly influenced, although outcomes differ between Malaysia and the United Arab Emirates due to differing national policies on citizenship. A comparative, vertical analysis of student interviews, institutional curriculum, and government policies indicates that institutions and governments can mitigate the deleterious divisions in higher education related to ethnicity and citizenship. Government policies which withhold citizenship or higher education from a particular ethnic or class group, will, in the long run, decrease the stability of the education sector and reinforce the ethnic divisions within a country. Conversely, inter-ethnic collaboration within university programs has the potential to improve ethnic relations between groups, while inclusive notions of citizenship solidify the higher education sector.",9]
["Study of the Higher Education Minority Quota System Policy in Georgia, 2010-2019",2020,"https://files.eric.ed.gov/fulltext/ED605637.pdf","Tabatadze, S., Gorgadze, N., & Gabunia, K.","USAID","This document is a report on the research which was designed to evaluate the affirmative action policy for ethnic minorities in Georgia. The mixed research methods were utilized in the study. Specifically, the following research methods were used: (1) Survey of 12th graders in non-Georgian schools; (2) Survey of the students in the One-Year Georgian Language Program; (3) Focus group discussions with BA program students enrolled through the quota system in Georgia HEI [higher educational institutions]; (4) focus group discussions with graduates of the 1+4 program; (5) In-depth interviews with lecturers and heads of Georgia HEI programs; and (6) Desk research. Each research method explored specific topics. The research had important finding, which are discussed in different chapters of the report. The first chapter of the document reviews the ongoing affirmative action policy in Georgia's higher education admission system from 2005 to the present. The second chapter describes the research methodology, and the third chapter presents the development and elaboration of the One-Year Georgian Language Program from its first accreditation to the present. The program elaboration process is described for each of the higher educational institutions (HEI) of Georgia that implement the program. The fourth chapter overviews the process of ethnic minorities' enrollment in Georgia's HEI in 2010-2019, the students' grants distribution by ethnic groups based on their General Skills exam results, the dropout rates in university undergraduate studies, and ethnic minority students' choice of programs. The fifth chapter presents 12th graders' level of preparation for enrollment in Georgia's HEI, and also presents the patterns in post-school plans of graduates of non-Georgian schools. It overviews as well the process of university entrants' recruitment and the local population's level of awareness of the affirmative action policy. The sixth chapter describes the planning, implementation processes, and instructional practices in the One Year Georgian Language Program and their effectiveness in providing students with a proper learning environment. This chapter presents the results for each HEI involved in the study and makes comparisons as well with studies conducted in 2013 and 2016. The seventh chapter focuses on ethnic minority students' challenges and problems in undergraduate study programs. The eighth chapter addresses university graduates' challenges in finding employment and integrating into society, while the final chapter offers recommendations to improve the affirmative action policy's effectiveness. [This research was conducted in the framework of the Promotion of Integration, Tolerance and Awareness (PITA) Program funded by the United States Agency for International Development (USAID) and implemented by the United Nations Association of Georgia (UNAG).]",9]
["Policies and Practices Governing Disability in Malaysia’s Higher Education: A Comparison with England and Australia",2019,"https://doi.org/10.14425/jice.2019.8.2.85","Tan, C., Abdullah, M. N. L. Y., & Shuib, M.","Journal of International and Comparative Education","Throughout the last decade in Malaysia, participation of students with disabilities in higher education has seen minimal growth. This paper investigates the policies and practices regulating disability in Malaysia’s higher education. Three aspects — legislation, funding, and governance — are analysed. To reveal the gaps in policy and practice, comparison is carried out with the cases of England and Australia. The research involved examining government documents such as disability acts, action plans, and research and statistics reports, combined with interviewing university administrators. It was found that Malaysian legislation requires more supporting details and that disability funding for universities should be considered. For governance, systematic legislation review and specific university monitoring are recommended. Establishing an independent national entity to conciliate grievances is proposed to address the inadequate redress mechanism available for students with disabilities. Overall, the government and universities could ensure that disability information is available in the public domain, especially online. Such practice would enhance disability awareness and knowledge for all. Although this paper mainly takes on the perspective of a developing nation, it attains an international orientation as it also depicts the workings of the developed world in governing disability in higher education.",9]
["Policy Analysis for Mapping the Discourse of Inclusion in Higher Education System in Kosovo",2021,"http://www.jceps.com/archives/11364","Zabeli, N., & Kaçaniku, F.","Journal for Critical Education Policy Studies","Inclusive higher education policy has been central to global educational debates for many years. National and international higher education institutions face challenges related to providing equal access and guaranteeing active participation of all students in higher education. Although greater efforts have been dedicated to the issue of inclusion in pre-university education, issues related to inclusion in higher education remain in the margins. The main purpose of this study is to examine the broad discourses of inclusion in Kosovo’s higher education policies. This is a discourse study that uses lexicometric analysis as a quantitative heuristic methodology and discourse analysis as a qualitative hermeneutic method. More than thirty national and institutional policy documents were analysed to uncover the meaning of inclusion discourse in Kosovo’s higher education system as represented in policy documents. Findings indicate that inclusive policies can contribute towards improved outcomes for the inclusion of students with disabilities in higher education. The study concludes that there is a need to develop realistic, effective, and clear inclusive higher education policy that is supported by strategic and plan-based documents that can better ensure the enforcement of legally binding provisions for an inclusive higher education system.",9]
["Towards the Inclusion of Students with Special Needs in Higher Education: Challenges and Prospects in Kosovo",2021,"https://doi.org/10.1080/2331186X.2020.1859438","Zabeli, N., Kaçaniku, F., & Koliqi, D.","Cogent Education","Students with special needs experience various barriers to higher education inclusion that are highly diverse. However, studies examining the challenges of students with special needs in higher education are scattered and fail to address context-based problems. The purpose of this study, thus, was to investigate the challenges and prospects that students’ with special needs experience in Kosovo’s higher education. The study used an analytical framework for understanding inclusive higher education as a (i) policy problem, (ii) management problem, and (iii) teaching and learning problem. The study conducted 10 interviews with institutional management and academic staff, 2 in-depth interviews with students with special needs within higher education, and analysed numerous policy and programing documents at the national and institutional level. The goal of ensuring the full inclusion of students with special needs in higher education requires a multifaceted and long-term approach. This study contributes to the lack of literature by showing that values behind an inclusive higher education and formal efforts towards an inclusive higher education interact as push and pull factors that hinder the inclusive transformations in higher education. Hence, findings recommend strong collaborative efforts between policy, institutional management, and teaching and learning variables, coupled with positive values and attitudes cultivation, to ensure the successful inclusion of students with special needs towards an inclusive higher education environment.",9]
["English Medium Higher Education in China: Challenges and ELT Support",2022,"https://doi.org/10.1093/elt/ccab082","Zhou, S., McKinley, J., Rose, H., & Xu, X.","ELT Journal","This mixed-methods study explores the language-related difficulties and ELT support offered in English-medium programmes at eight universities in China. Data included a student questionnaire (n = 394) measuring the difficulties of 45 academic tasks, organized around the four skills of reading, writing, listening, and speaking. Results revealed students faced the largest difficulties with productive skills, especially writing. To explore structural language support for overcoming such challenges, fieldwork interviews with twenty-six senior faculty at eight universities in four cities in China were conducted. These revealed three main types of institutional support: concurrent language support from English language teachers offered alongside English medium programmes; preparatory programmes taken before students enrolled in English medium courses, which were prevalent in language-specialist universities; and self-access learning and writing centres, which were found at two transnational universities. When structural support was lacking, content teachers reported making grassroots efforts to help students understand content via use of the students’ multilingual repertoires in explanations, interactions, and materials.",9]
["“‘Every Little Thing That Could Possibly Be Provided Helps’”: Analysis of Online First-Year Chemistry Resources Using the Universal Design for Learning Framework",2022,"https://doi.org/10.1039/D1RP00171J","Reyes, C. T., Lawrie, G. A., Thompson, C. D., & Kyne, S. H.","Chemistry Education Research and Practice","Rapid advancements in information and communication technologies (ICTs) have afforded numerous variations to traditional chemistry curricula where pedagogical strategies that have been employed have assumed “one-size-fits-all”. The translation of print-based instructional resources into multimodal online and digital forms enables greater accessibility, flexibility, and usability to support students in their understanding of complex chemistry concepts. To ideally offer an online learning environment that is accessible by all students to the greatest extent possible, this study employed the principles of the Universal Design for Learning (UDL) framework to analyse the design of online instructional resources for topics in first-year chemistry courses. Through application of UDL principles, students were provided with multiple means of representation of concepts, options for action and expression, and various avenues for engagement within the learning management system (LMS). This paper describes how the UDL framework was used to evaluate three separate independent Cases of tertiary first-year chemistry courses, including one university in the Philippines and two universities in Australia. Evaluation through surveys, focus groups, and individual interviews revealed students’ perceptions of the usefulness of the UDL-based features. Students cited benefit from multiple forms of content delivery, animations, interactive simulations, and video recordings because they facilitated processing of information, provided alternative ways of presenting the information, allowed for varying methods for response, navigation, and flexibility, and allowed for self-evaluation of their progress. These results suggest that applying the principles of the UDL framework in instructional design of an online environment in first-year chemistry courses can support and further enhance students’ learning irrespective of their individual contexts.",9]
["Emerging Destination Mobility: Exploring African and Asian International Students’ Push-Pull Factors and Motivations to Study in China",2020,"https://doi.org/10.1108/IJEM-02-2019-0041","Gbollie, C., & Gong, S.","International Journal of Educational Management","Purpose The purpose of this paper is to explore the push-pull factors and motivations of African and Asian international students in Chinese universities. Design/methodology/approach Concurrent mixed methods (qualitative and quantitative) design was used. The quantitative component included 537 Africans and Asians from five notable universities, while the qualitative aspect consisted of 30 participants in Wuhan and few other cities in China. Findings Findings revealed availability of scholarship opportunities, China’s flexibility (visa and program entry) and perception of better education quality as important push-pull factors. It also discovered several new pull factors, including citizens’ attitude and good report, development potential and hospitality and receptiveness, while career development and entertainment were found to be the most and least significant motivational factors, respectively. The study also found a significant relationship between push-pull factors and study abroad motivation (SAM) as well as cross-cultural differences between African and Asian students. Research limitations/implications Most of the participants were drawn from Wuhan city. Hence, the findings cannot be outrightly generalized to other contexts. Practical implications This research provides valuable knowledge for policy makers, higher education institutions, international students and other stakeholders in China to inform better student experience. Originality/value There was no study found that combines push-pull factors and SAM or comparatively investigates African and international students in China. Knowledge about sojourners push-pull factors and motivations, their relationship and cross-cultural differences is essential for evidence-based interventions.",9]
["Department Chair as Mentor: Perceptions of Young Female Faculty Members from Kazakhstan",2021,"https://doi.org/10.1108/JPCC-01-2020-0001","Yelibay, M.","Journal of Professional Capital and Community","Purpose The study explores factors affecting workplace–mentoring relationships of young female faculty members and their department chairs. Design/methodology/approach The author used a qualitative interview research design to answer the research questions of the study. Semi-structured interviews of ten female faculty members from Nur-Sultan, Kazakhstan were analyzed with the help of thematic coding and its interpretation. Findings The study suggests implementing women-only formal mentorship programs with Kochan's (2013) cultural framework for an organizational culture change. The reason is that study provides some insights into the traditional values that underpin age and gender biases in the professional community of Kazakhstani academia. However, but the results differ for participants who are informally mentored by department chairs with modern values. The author acknowledges that the small sample limits the findings and it's interpretation. Hence more research in the interdisciplinary field of gender, education and workforce in the context is required. Originality/value The study presents new evidence to support existing Western research on factors influencing workplace relationships and mentorship for young female faculty members. This empirical research adds on findings to the existing data from the Central Asian context, particularly to the sector of women studies and organizational culture in higher education institutions.",10]
["Online Aviation Learning Experience during the COVID-19 Pandemic in Hong Kong and Mainland China",2022,"https://doi.org/10.1111/bjet.13185","Ng, D. T. K.","British Journal of Educational Technology","The COVID-19 pandemic has triggered an unexpected digital revolution, speeding up universities' digital transformation worldwide. It has brought heavy disruptions to travel and mobility worldwide, but it drives the opportunity for hosting region-wide or even international academic exchanges through learning programs, workshops, and conferences via an alternative online mode. This study reports on a case study of a 1-month online aviation learning program that engaged 108 university students from Mainland China and Hong Kong during the lockdown. At first, we first recruited students in Hong Kong; however, the program registration was unsatisfactory. This could be attributed to the students' perceived future aviation career prospects and readiness of emergent remote teaching during the pandemic. In the program, we designed an alternative blended learning approach to attract students to sustain their aviation learning. First, we transformed the activities from face-to-face (F2F) to online settings using digital technologies including flight simulation and virtual visits in a web-conferencing environment. Second, we extended the reach of the event and attracted a larger audience in the neighbouring regions in Mainland China. It turned out that we could successfully recruit 108 students from 20 cities. In the end, students' interviews and motivational surveys indicated that this online learning experience could effectively enhance students' knowledge and motivational gain. Since the government has relaxed the policy of homeschooling, we organised two F2F meetings for students in Hong Kong to connect them together. This blended mode of teaching favoured the students in Hong Kong who showed a greater motivation than those in Mainland China. Furthermore, follow-up interviews for teachers revealed how they invest in new technological equipment and knowledge to support the radical changes. Overall, the virtual event eliminates geographical barriers which successfully motivate a larger audience and gain some online collaboration between universities. This article offered useful evidence for engineering educators to reflect on online informal learning, lab settings and academic exchanges, and motivate more students to revitalise aviation education and industry.",10]
["Capacity Building in Small Business Management for New Literates through Action Research",2019,"https://doi.org/10.1080/2331186X.2019.1643443","Arko-Achemfuor, A.","Cogent Education","This article reports on a community engagement project by the University of South Africa’s Department of Adult Basic Education to address the challenges faced by new literates in establishing and managing projects and small businesses. The main objective of the article was to assess how capacity and training workshops have been used as tools to empower individuals and groups who have just completed basic education to start and run successful business. In assessing the impact of the Kha Ri Gude Mass Literacy Campaign (KMLC) on the lives of graduates, it came to the attention of the Department that the graduates have taken initiatives to start SMMEs and other projects in their communities but the lack of business and project management skills was causing failures in a number of the initiatives. The qualitative method of enquiry using multiple case studies was applied in the article. The main instruments applied for data collection were individual and focus group interviews and observations. The initial data collection in three provinces in 2013 served as the baseline where the requests were made and the need analysis conducted. The finding indicates that the interventions have now helped the graduates to start and run SMMEs effectively, access markets for their products, form networks, register individual businesses and cooperatives and writing funding proposals among other skills. The articles recommend for the initiative to be rolled out in all the other provinces as it has proven to be successful in the areas it has been piloted.",10]
["A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa",2019,"http://dx.doi.org/10.1080/18146627.2016.1224588","Damons, D., le Grange, J. J., Mason, R. B., & Louw, S. W.","Africa Education Review","South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable.",10]
["Access to Higher Education in South Africa: Expanding Capabilities in and through an Undergraduate Photovoice Project",2020,"https://doi.org/10.1080/09650792.2019.1612767","Martinez-Vargas, C., Walker, M., & Mkwananzi, F.","Educational Action Research","There is a gap in research on access to universities in South Africa. The research that exists focuses on quantitative methodologies, although some qualitative studies are now emerging. These research methodologies, although necessary and substantial for the development of equity measures and policies, might be less successful in their impact on the local context, on research participants and in expanding what counts as knowledge in the university. In this paper, participatory research, which has not been used to research access, is explored. The paper seeks to go beyond the instrumentalization of research participants – especially those from low-income households – highlighting the potential of using multi-strategy research, in which participatory elements are included as a way to foster both participants’ human development and local impact. Drawing on a research project on access to higher education in South Africa, the paper demonstrates that by including participatory elements (in this case photovoice) has the potential to operationalize Appadurai’s notion of the ‘right to research’ among undergraduates. Using data, including processes, observations, workshops, interviews, and visual narratives from a participatory photovoice project, the findings highlight how methodological plurality creates space for locally and relevant knowledge production, challenging epistemic barriers and fostering human development among the research participants.",10]
["The Teaching Mix Matters: Rethinking Veterinary Education at a South African University",2021,"https://doi.org/10.18820/2519593X/pie.v39.i1.27","Pienaar, M., & Mostert, E.","Perspectives in Education","Globally, the COVID-19 pandemic necessitated a shift in teaching and learning practices. The University of Pretoria in South Africa was not entirely unprepared for this event, since the university’s teaching strategy had gradually evolved into a hybrid delivery mode. In the Faculty of Veterinary Science, however, the practical nature of the discipline brought about unique challenges in implementing hybrid-mode teaching and learning methodologies. An intervention was thus required to empower lecturers in the faculty to adapt their teaching methodologies to incorporate the hybrid teaching and learning mode. The aforementioned intervention was gleaned from a professional development framework developed by Brown et al. (2010) with a definite focus on core knowledge, areas of activity and core values. Long before the COVID-19 pandemic, the university’s educational support department developed and presented a tailor-made course, called “The Mix Matters: Step up your hybrid teaching”, to enhance lecturers’ hybrid teaching skills. Unknowingly, the workshop amply prepared the lecturers for what was still to come in 2020. The aim was to provide participants with a deep understanding of the complexities involved and the skills required for revising and quality-assuring academic courses for the hybrid-teaching environment. Using a mixed-method research design, this paper elucidates how the training and its learning outcomes inspired the lecturers to implement the hybrid teaching and learning mode that conforms to the University of Pretoria’s teaching and learning model. A noticeable paradigm shift was accomplished once the initial scepticism had turned into enthusiasm and positive attitudes.",10]

{"sheet":"1 - Africa","index":3,"n_rows":23,"n_cols":6,"rows_kept":23,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q1: How can Higher Education (HE) systems and institutions become more strategic in planning, implementing, and monitoring core activities (e.g., enrollment, academic programs, research, and outreach)?\nRegion: Africa",null,null,"Total:",{"$f":"COUNTA(B3:B998)","v":21},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Strategy to revitalize technical and vocational education and training (TVET) in Africa",2007,"https://www.academia.edu/25379014/Strategy_to_Revitalize_Technical_and_Vocational_Education_and_Training_TVET_in_Africa_Final_Draft","African Union","African Union: Department of Human Resource Science and Technology; Division of Human Resource and Youth","This document is not prescriptive. A credible Technical and Vocational Education and Training (TVET) strategy must necessarily fit into an individual country's socio-economic context. The intention here, therefore, is to present a strategic policy framework and a set of practical recommendations to inform national policies and action plans aimed at promoting quality and relevant technical and vocational education and training."]
["Innovative management for organizational sustainability in higher education",2016,"https://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2014-0120/full/html","Barnard, Zenia; Van der Merwe, Derek","International Journal of Sustainability in Higher Education","The purpose of this paper is to provide an overview of the innovative management strategies at the University of Johannesburg (UJ) during volatile post-merger years, in its quest for a sustainable future. It illustrates how the institution went from a place of relative uncertainty and volatility to a place of progression and stability by adapting to its environment and challenging circumstances. Design/methodology/approach ‚Äì A holistic and inter-disciplinary approach is taken by the authors to demonstrate that organizational innovation and sustainability do not happen in isolation. The paper includes a literature review to contextualize the challenging environment in which the UJ was established and functions. A brief description of the strategic goals of the university is provided as a framework from within which the innovative management activities were launched. Data and information from the UJ's stakeholder reports were used as measurement tools to determine the progress in reaching strategic targets. Findings ‚Äì Innovation in higher education reported on in this paper is a result of many planning sessions, policy and procedure formulations, brainstorming and benchmarking exercises, performance reviews, management interventions and statistical analyses. A set of necessary and sufficient conditions for innovation in sustainable development in higher education include decisive leadership on strategic direction; regular, flexible and inclusive planning; regular culture climate surveys; constant monitoring of progress; and strategic agility that is essential to promote innovation among the entire workforce. Originality/value ‚Äì The challenges, context and approaches provided in this paper serve as a frame of reference for other institutions of higher learning that face similar challenges in a dynamic, diverse and volatile environment."]
["Universities and economic development in Africa",2011,"https://www.mendeley.com/catalogue/8f9a3ff7-0499-3e3e-8e33-6bed8c232097/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7B8c1bd701-0d51-4729-b3e5-c5354d4d58a9{\\%}7D","Cloete, Nico; Bailey, Tracy; Pillay, Pundy; Bunting, Ian; Maassen, Peter",null,"During the post-independence period, every African country has struggled with the vexing issue of the role of higher education in development. While many studies on higher education in Africa deal with this problematic indirectly, very few have actually taken it on directly. As a point of departure, the overall aim of the study was to investigate the complex relationships between higher education (specifically universities) and economic development in selected African countries with a focus on the context in which universities operate (political and socio-economic), the internal structure and dynamics of the universities themselves, and the interaction between the national and institutional contexts. In addition, the study aimed to identify those factors (practices, strategies) and conditions (context) ‚Äì at both national and institutional levels ‚Äì that facilitate or inhibit universities' ability to make a sustainable contribution to economic development."]
["The triple helix of innovation : Towards a university-led development strategy for Africa",2007,"http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.526.3734","Etzkowitz, Henry; Dzisah, James","ATDF Journal","In knowledge-based societies, the interaction among a Triple Helix of university-industry-government is the source of innovation and development. Within a triple helix regime, university-government interactions can help jump-start the creation of firms if they are absent, or if present, expand their growth. The triple helix development model for Africa represents a radical departure from the conventional development models that has separated the three institutional spheres‚Äîhigher education, industry and government and has consistently left out universities from development strategies and policies. The paper outlines the triple helix model of innovation and development and the emerging entrepreneurial university model as an academic reform strategy in the developing world, whereby higher education is refocused on issues of development, entrepreneurship and innovation."]
["Technological learning and sustainability transition: the role of institutions of higher learning in Africa",2007,"https://doi.org/10.1787/9789264032101-7-en","Juma, Calestous","Integrating Science & Technology into Development Policies An International Perspective: An International Perspective","The aim of this paper is to explore the role of science, technology and innovation in sustainable development in Africa. It argues that much of the scientific and technological knowledge needed to help Africa improve its welfare while protecting the environment is available. What is needed is to create institutional mechanisms and build human resources needed to harness the knowledge and put it to effective use. In the age of international relief, donor governments worked closely with non-governmental organisations and their influence flourished. In a new era of emphasis on competence building and enhancement of human resources, higher learning institutions must play a greater role. International support should therefore go to strengthen the capacity of institutions of higher learning (referred herein for purposes of brevity as ‚Äúuniversities‚Äù) to solve local problems. The presentation focuses on the central role that universities can make in promoting sustainable development in Africa. Placing universities at the centre of economic renewal will entail adjustments in public policy in Africa and in international aid agencies. These changes will involve long periods of learning, but the first steps must be made without delay."]
["Learning to make change: Developing innovation competence for recreating the African university of the 21st century",2006,"https://www.mendeley.com/catalogue/ad519e9f-5693-3b1c-899a-18f4ad86b245/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7Be58ea686-d195-4d0a-9742-2b4e7110c77e{\\%}7D","Kibwika, Paul","Learning to make change","This thesis describes and evaluates an experiment in transforming learning, research and consultancy in an African university, in the hope of making university research and training more innovative, and more able to influence wider processes of change in society. Current university education is oriented towards developing ‚Äúexperts‚Äù in specialised disciplines, but there is an increasing demand for the universities directly to influence change in development. Bridging a perceived gap between ‚Äúexperts‚Äù and ‚Äúchange makers‚Äù is at the core of what this thesis describes. Making change in society, it is argued, requires competences over and above technical expertise. These competences have to be learnt, and the learning starts with the university lecturers, hence the title of the thesis ‚ÄúLearning to make change‚Äù. The thesis specifically discusses a pilot programme in innovation competence development in the agriculture-related faculties of Makerere University in Uganda. This explains why the discussion in this thesis is focused on the agricultural context, but the application of the argument extends to other disciplines."]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan",null,"Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:"]
["Strategic planning of higher education institutions in Africa: A case study of the University of Dar-es-Salaam",2010,"https://linkinghub.elsevier.com/retrieve/pii/S1877042810011948","Luhanga, Matthew","Procedia - Social and Behavioral Sciences","Socio-economic and political changes which swept through Africa in the 1980s had a major impact on African universities; including the University of Dar-es-Salaam. In response to these changes, the University of Dar-es-Salaam embarked on a self-controlled strategic planning exercise starting in 1989. The model adopted by the University of Dar-es-Salaam and the lessons learnt are summarized in this paper."]
["Leadership and management: Case studies in training in higher education in Africa",2015,"https://www.africanminds.co.za/leadership-and-management-case-studies-in-training-in-higher-education-in-africa/","Mouton, Johann; Wildschut, Lauren; Achanga, Pius; Bakuwa, Japhet; Effah, Paul; Frittelli, Claudia; Kasozi, A. B. K.; Mchome, Sifuni; Mkude, Daniel; Olupot, Emuron; Pocock, Robin; Sibuga, Kalunde Pilly",null,"Against the backdrop of major developments and shifts in higher education on the African continent and globally, it is clear that university leaders face many leadership and management challenges. This is the starting point of the book. More specific questions that need to be addressed are: 1. Have the challenges for leadership in higher education management been documented: not just the shifts in education, but the challenges and how leaders at universities have responded to these? 2. Very few of the training interventions on leadership and management in Africa have been well documented. There has been an increase in the number of interventions, but little evidence of lessons learnt. Hence a second question addressed in the book: What lesssons have we learnt from the three training programmes? The book commences with an introduction that sets the historical context for this initiative. The remainder of the book is divided into three main parts: Part One consists of two chapters: A review of African scholarship on university leadership and management and The history and landscape of HELM training in Africa. Part Two presents the ‚Äúdocumentation and lessons learnt‚Äù from the three Carnegie-funded country initiatives. Part Three consists of two chapters: the first describes in detail the monitoring and evaluation process that ran concurrently with the implementation of the country training programmes; the second reviews the uptake and impact of these programmes."]
["Justifications for undertaking marketing orientation studies in higher learning institutions in Tanzania",2019,"https://www.ajol.info/index.php/majohe/article/view/193046","Muya, Francis; Tundui, Hawa","Makerere Journal of Higher Education","This paper was written with the major aim of presenting a number of issues which justify the undertaking of marketing orientation studies in Tanzania Higher Learning Institutions (HLIs). It was also the intention of the authors to give a brief picture of marketing practice in Tanzania environment and on the higher learning institutions. The information used in this paper was mainly collected through review of literatures on articles which focused on marketing orientation and higher learning institutions. The review of literature revealed that different aspects including challenges facing HLIs, sectoral variation, geographical concentrated literatures, qualitative based studies, review of literature based studies, single informants responses, small samples problems and limited responses limitations are major issues justifying undertaking a marketing orientation study in Tanzania HLIs."]
["Managing change in higher education institutions in Tanzania: A historical perspective",2014,"https://ideas.repec.org/a/oec/edukaa/5jz8tqsd1vjh.html","Ngirwa, Coletha C.; Euwema, Martin; Babyegeya, Emmanuel; Stouten, Jeroen","Institutional Management in Higher Education","This paper examines the history of the management of the higher education sector in Tanzania. It reveals that government policies and management styles throughout the period from 1961 to the early 2000s created a culture of resistance within the higher education institutions, leading to struggles and many attempts to change the management of the sector. The authors analyse the effects of management practices in higher education and propose a model of institutional change that yields positive outcomes based on institutional needs and those of the academic faculty members."]
["Strategic approach for developing world-class universities in Egypt",2015,"https://files.eric.ed.gov/fulltext/EJ1083601.pdf","Ouda, Hanaa; Ahmed, Khadri","Journal of Education and Practice","In the past decade, the term “world-class university” “WCU” - also called “globally competitive universities”, “world-class”, “elite”, or “flagship” universities- has become a catch phrase, not simply for improving the quality of learning and research in higher education but also, more important, for developing the capacity to compete in the global higher education marketplace through the acquisition and creation of advanced knowledge. The main objectives of paper is to propose a strategic approach for developing world-class universities in Egypt, to achieve this objective the paper starts by attempting to construct an operational definition of a world class university. It then outlines the features of world class University, the requirements of the transformation into a world-class universities, the challenges involved in achieving world class universities, and the key problems and challenges of the Egyptian higher education system. Finally. The selected statistical population of the research are Higher Education experts [N=57], and a mix methods of conducting a questionnaire and interviews are used. The research questions are: 1- What does it mean to be a world-class university? 2-What are the essential features and characteristics of world-class university?3-How does the ecosystem influence the performance of universities?4-What are the present performance, problems and challenges of the Egyptian higher education system ? 5-What are the higher education reform initiatives in Egypt? 6-What are the requirements that could upgrade public Egyptian universities to world class universities? 7- What are the existing challenges of developing world-class universities?8-What Strategic approach is developed for Egypt to develop its world-class universities ? One-Sample Kolmogorov-Smirnov Test is used to analyze the data. Results: The result obtained in the study is to use the collaborative approach rather than to upgrade the present universities or create or merge."]
["Positioning universities as engines of innovation for sustainable development and transformation",2017,"https://www.jstor.org/stable/26640368","Zeleza, Paul Tiyambe","Journal of Higher Education in Africa / Revue de l'enseignement sup{\\'{e}}rieur en Afrique","This article seeks to place discourses about higher education and development in a comparative global context. It begins with brief reflections on development, by revisiting age-old debates about why some nations develop faster than others. This is an important backdrop to any meaningful discussion about the role of universities as engines of innovation for sustainable development and transformation. The article will focus mainly on the value proposition of university education and the ways in which this is reflected in its products, principally the quality of research and graduates. It will argue that, for universities to realize and sustain their institutional value, they need enabling resources, capacities and support from all key internal and external stakeholders."]
["REFLECTIONS ON THE RESEARCH ECOSYSTEM: Lessons from UASP Alumni in sub-Saharan Africa",2019,"https://www.irex.org/sites/default/files/Reflections%20on%20the%20Research%20Ecosystem%20Lessons%20from%20UASP%20alumni%20in%20sub-Saharan%20Africa.pdf","IREX",null,"IREX draws on six weeks of discussion and active reflection with 24 mid- and senior- research leaders from universities in sub-Saharan Africa to provide a snapshot of perceived performance and growth opportunities. They herald their strong institutional brands, research strategies and international partnerships, and identify significant strides in managing sponsored research programs. However, they also find growth opportunities related to leadership, strategic management and data, people management and professional development, knowledge transfer, and marketing and communication."]
["Learning to Innovate: A Case Study of Malawian Faculty Improving Food Systems with Human Centered Design",2019,"https://www.researchgate.net/publication/335368952 ","Heinrich W., Cherchiglia L., Abalo T., Bonnell J.","International Journal of Agricultural Education and Extension","This study follows the implementation of an 18-month series of capacity development workshops supported by the United States Agency for International Development (USAID) in Malawi’s Lilongwe University of Agriculture and Natural Resources (LUANAR). The primary goal of this study was to investigate ways in which Design Thinking could be learned and applied in the context of an international partnership focused on faculty development for food systems innovation. Participants (N = 7) were faculty from LUANAR who engaged in 6 workshops and 1 field experience. Through multiple qualitative and quantitative data collection approaches, it was possible to identify learning outcomes and behavior patterns indicating participants’ conceptual understanding as well as their contextual application of Design Thinking."]
["Implementing human and institutional capacity development with agricultural higher education institutions: The genesis of iAGRI.",2016,"https://repository.ruforum.org/system/tdf/Erbaugh.pdf?file=1&type=node&id=36525&force=","Erbaugh, J. M., Kraybill, D. S., Minde, I. J., & Hansen, D. O.","RUFORUM Institutional Repository","The Innovative Agricultural Research Initiative (iAGRI) is a long-term investment in agricultural higher education and research capacity in Tanzania funded by USAID under the Feed the Future initiative. The main goal of the iAGRI project was to improve food security and agricultural productivity in Tanzania by strengthening the training and collaborative research capacities of Sokoine University of Agriculture (SUA) and the Ministry of Agriculture, Livestock and Fisheries (MALF). The need for the project was identified by the Government of Tanzania and USAID who recognized that the agricultural training, research, and outreach capacity of SUA to boost food production and reduce food insecurity was lacking. The project was designed to address these gaps by focusing on multiple dimensions of capacity building including human resource development (long term degree training), collaborative research, institutional capacity development and improved linkages with other universities in the USA and in the Global South. The experience of The Ohio State University, partner US universities, and the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) in implementing earlier institutional development projects around the world and in East Africa informed the early design and approaches used to implement and address these capacity development components. Long-term degree training of Tanzania post-graduates occurred in the United States, at RUFORUM affiliated institutions in East and Southern Africa, and in India. Following the former collaborative research support program (CRSP) model, thematic collaborative research programs were launched in Tanzania that engaged scientists from partner universities in the U.S. with research scientists from SUA and MALF. Former projects that established enhanced linkages between agricultural higher education institutions (AHEI) and the private sector were implemented through new and innovative programmatic approaches such as the Innovation Portfolio. Through the course of project implementation, it became apparent that to improve institutional capacity there was a need to focus on organizational change and improved linkages with external stakeholders including the private sector, in tandem with human resource development to improve the administrative culture and working environment and transform SUA into a 21st century university. The leadership and change management initiative represented a unique departure from past capacity programs and as a major contribution of the iAGRI project to agricultural higher education institution capacity development initiatives."]
["University partnership to address the shortage of healthcare professionals in Africa",2008,"https://doi.org/10.1080/17441690701766486","Tache S, Kaaya E, Omer S, Mkony CA, Lyamuya E, Pallangyo K, Debas HT, Macfarlane SB","Global Public Health","The shortage of qualified health professionals is a major obstacle to achieving better health outcomes in many parts of the world, particularly in Africa. The role of health science universities in addressing this shortage is to provide quality education and continuing professional development opportunities for the healthcare workforce. Academic institutions in Africa, however, are also short of faculty and especially under-resourced. We describe the initial phase of an institutional partnership between the Muhimbili University of Health and Allied Sciences (MUHAS) and the University of California San Francisco (UCSF) centred on promoting medical education at MUHAS. The challenges facing the development of the partnership include the need: (1) for new funding mechanisms to provide long-term support for institutional partnerships, and (2) for institutional change at UCSF and MUHAS to recognize and support faculty activities that are important to the partnership. The growing interest in global health worldwide offers opportunities to explore new academic partnerships. It is important that their development and implementation be documented and evaluated as well as for lessons to be shared."]
["Deliverology in Ethiopian Higher Education as a Quality Management Tool: Critical Review and the Insider’s Reflection.",2019,"https://doi.org/10.7575/aiac.ijels.v.7n.4p.83","Olkaba, T & Tamene.","International Journal of Education and Literacy Studies","The concept of deliverology as a systematic process for driving progress and delivering results in government and the public sector, was endorsed in Ethiopia in 2017 for the purpose of quality management in Ethiopian public universities. The impetus of this reflective review article is to examine the essence of deliverology as a quality management tool in Ethiopian higher learning institutions as a response to graduate unemployment. In Ethiopia, different reform strategies were endorsed in higher learning institutions such as: program diversification, modularization governance reform strategies and currently deliverology as a quality management tool. This paper critically reviewed the Ethiopian higher learning institutions experiences and the essence of deliverology from its inceptions to the current implementation in Ethiopian public universities. The findings portray that deliverology as strategy for quality management is not conceived in Ethiopian higher education community at large and reality on the ground is different from the literature developed on the science of deliverology."]
["Higher Education Partnerships to Strengthen Health Systems in Liberia",2021,"https://www.edu-links.org/sites/default/files/media/file/PEER_Liberia%20Case%20Study%204.19.21.pdf","USAID, INNOVATION, TECHNOLOGY AND RESEARCH HUB","USAID","Globally, the COVID-19 pandemic is one of the most severe health crises in the past century. However, in the context of Liberia and the West Africa region, it is one of multiple infectious disease outbreaks that have posed challenges in the last decade. While there are many ongoing health stresses caused by malaria, tuberculosis, HIV/AIDS, and various diarrheal diseases, the region has also had to contend with the crisis of an Ebola epidemic in 2013-2016; these acute and chronic stresses have created significant shocks for governments and healthcare systems in the region. While the Ebola epidemic exerted extreme stress on Liberia’s health systems, it also uncovered several areas that could be strengthened to provide future resiliency. In particular, Liberia’s higher education institutions (HEIs) were identified as being key components of the country’s overall future strength, particularly in terms of medical education and specialized care for infectious disease patients. The U.S. Agency for International Development (USAID) Partnerships for Enhanced Engagement in Research Liberia (PEER/Liberia) program strengthened Liberia’s sole medical school to build resilience against unexpected shocks."]
["CULTIVATING INNOVATION DURING COVID-19: MALAWIAN HIGHER EDUCATION AND LOCAL SOLUTIONS IN CRISIS RESPONSE",2020,"https://www.edu-links.org/sites/default/files/media/file/Malawi%20MUST-ISP%20Case%20Study_Final_Dec20.pdf","USAID, CENTER FOR EDUCATION AND INNOVATION, TECHNOLOGY, AND RESEARCH HUB","USAID","Higher education institutions closed their physical campuses in late March 2020 in response to the COVID-19 virus. Many institutions were not equipped to deliver classes virtually. Students no longer residing on campus faced challenges accessing learning materials due to inaccessible or unreliable Internet connections. Higher education institutions faced financial difficulties stemming from unpaid student fees and a loss of revenue from teaching, learning, research, community outreach, and publication activities. Despite these challenges, several higher education institutions in Malawi demonstrated their critical role in addressing the pandemic by advancing research and innovation. Notably, USAID partner Malawi University of Science and Technology (MUST) embraced this role, developing innovative solutions. This case study underscores the importance of partnerships during crises in expanding capacity for research and innovation within higher education institutions and outlines the broad societal benefits of this increased capacity."]
["ResilientAfrica Network's COVID-19 Response: A Case Study on the Integral Role Higher Education Institutions Can and Should Play Within Development",2021,"https://www.edu-links.org/sites/default/files/media/file/RAN%20COVID-19%20Case%20Study%204.28.2021_0.pdf","USAID, INNOVATION, TECHNOLOGY AND RESEARCH HUB","USAID","This case study focuses on the example of the ResilientAfrica Network (RAN) - a program based at the Makerere University in Kampala, Uganda originally established with USAID support - and illustrates how RAN’s multifaceted response to the COVID-19 pandemic highlights the unique, crucial role that HEIs play within national and international development, particularly during times of crisis. Due to a sudden lockdown in mid-March 2020, RAN initially halted all activities. However, based on prior experience with Ebola and Zika, RAN’s technical team quickly convened a virtual co-creation meeting to determine how to adapt to the new reality of COVID-19. The team identified two priorities: 1) identify and execute “low-hanging fruit” actions that address urgent needs and 2) adapt regular RAN activities, such as innovation support, research, and capacity building, to fit within the new pandemic realities. Low-hanging fruit included areas of need with RAN solutions already in progress, areas of need that required low-cost solutions, and immediate capacity-building needs."]

{"sheet":"1 - Asia","index":4,"n_rows":12,"n_cols":6,"rows_kept":12,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q1: How can Higher Education (HE) systems and institutions become more strategic in planning, implementing, and monitoring core activities (e.g., enrollment, academic programs, research, and outreach)?\nRegion: Asia",null,null,"Total:",{"$f":"COUNTA(B3:B998)","v":10},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Public university autonomy in Afghanistan: Assessment of three dimensions - financial, academic, and administrative",2019,"https://works.bepress.com/joseph_berger/45/download/","Berger, Joseph B.; Siwash, Najib; Zargar, Waheedullah; Assadullah, Sulaimen; Hedayet, Mujtaba; Aslami, Hassan; Wajdi, Habibullah; Mussaway, Javid",null,"Assessment of eight public universities in Afghanistan. Assesses each institution's financial, academic, and administrative autonomy. Discussion of importance of each dimension of autonomy and challenges the universities faced. Discussion of budgets, budget planning, recruitment, income generation, research, branding and marketing."]
["Administration and governance of higher education in Asia: Patterns and implications | Asian Development Bank",2012,"https://www.adb.org/publications/administration-and-governance-higher-education-asia-patterns-and-implications","Dhirathiti, Nopraenue","Asian Development Bank","This publication, Administration and Governance of Higher Education in Asia: Patterns and Implications, provides timely analysis in this important field of higher education reform in the Asian region, with emphasis on Southeast Asia. It analyzes higher education and governance issues by grouping countries into clusters that share the same political and higher education background, as well as similar measures adopted to carry out the reform, so as to better illustrate the picture of higher education reform in the region. Drawing on the analysis and findings presented in this publication, the following operational recommendations are presented to development partners, such as the Asian Development Bank, for helping developing countries in the region in their efforts to improve the administration and governance of higher education: Assist governments and higher education institutions in sharing effective policies and practices that support the transition towards more autonomy; and establish a regional database on effective practices in higher education governance."]
["Mid-term evaluation of the Indonesian Higher Education Leadership and Management (HELM) project",2015,"https://dokumen.tips/documents/mid-term-evaluation-of-the-indonesian-higher-education-pdfusaidgovpdfdocs.html","Haugen, Valerie; Pfahl, Nancy Lloyd; Dwatmadji; Arlianti, Rina; Astuti, Erlyn Yuli","International Business and Technical Consultants, Inc. (IBTCI)","The HELM project is one of two USAID higher education projects initiated between 2010 and 2014. HELM is a five-year USD{\\$}19.678 million project under implementation from November, 2011 to November, 2016. HELM aims to build the capacity of higher education leaders and managers from 50 public and private HEIs, including universities, polytechnics and community colleges. These 50 institutions are located across Indonesia that are grouped in two cohorts, each with 25 HEIs respectively. Engagement with Cohort 1 institutions commenced in 2012 and Cohort 2 engagement commenced in mid-2014. HELM seeks to increase the capacity of these HEIs in 4 core management areas: 1. General Administration and Leadership 2. Financial Management 3. Quality Assurance; and 4. Collaboration with External Stakeholders. HELM uses a number of strategies to enhance capacity in these institutions. Four components comprise the delivery strategy: 1. Design technical assistance approaches to achieve effective implementation of key reforms across the higher education system, coordinating with Directorate General for Higher Education/ Direktorat Jenderal Pendidikan Tinggi (DIKTI) and maximizing opportunities to internalize best practice within the Higher Education (HE) system; 2. Provide technical assistance to increase management capacity and improve performance at partner HEIs and disseminate best practices; 3. Strengthen graduate-level programs in higher education leadership and management; and 4. Support Special Initiatives by providing assistance to advance reforms and innovation within management of HEIs."]
["Impact of learning organization culture on performance in higher education institutions",2016,"https://doi.org/10.1080/03075079.2014.914920","Ponnuswamy, Indra; Manohar, Hansa Lysander","Studies in Higher Education","In this paper, an adapted version of the Dimensions of Learning Organization Questionnaire (DLOQ) was employed to investigate the perception of academic staff on learning organization culture in Indian higher education institutions. The questionnaire was sent to 700 faculty members of different universities using a non-probability purposive sampling technique. The results showed that there exists a significant and positive correlation amongst the constructs of learning organization culture, knowledge performance and research performance. Further, the results showed that knowledge performance is a statistically significant predictor of research performance. Thus, the empirical findings of this study will contribute to the literature on learning organization culture in higher education institutions, particularly with respect to the Indian scenario, an area where empirical studies are scant."]
["Mid-Term Performance Evaluation of the University Support and Workforce Development Program",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?"]
["COMMITMENT TO LEVERAGING SYSTEMS FOR COMMUNITY SUPPORT: THE UNIVERSITY OF THE PHILIPPINES SYSTEM CRISIS RESPONSE TO COVID-19",2020,"https://www.edu-links.org/sites/default/files/media/file/University%20of%20the%20Philippines%20Case%20Study_Dec20.pdf","USAID, CENTER FOR EDUCATION","USAID","There are more than 2,300 higher education institutions in the Philippines, of which approximately 1,700 are private. USAID has supported the Philippines’ goals of sustained growth of the higher education system by helping these institutions align their research and academics with the demands of industry and improving the country’s science, technology, and innovation. COVID-19 tested the ability of the University of the Philippines (UP) to adapt in a crisis through efforts directed at continuity of learning, research and innovation, community engagement, and communications. This case study looks at the UP system holistically across multiple campuses and explores the conditions that led to a strong crisis-response to ensure learning continued during the COVID-19 pandemic. The UP, being both a public university system and the national university of the Philippines, prides itself on the diversity of its curricula options as “a graduate university, a research university, a public service university, and a regional and global university.” UP is a large system of eight universities (Diliman, Los Baños, Manila, Visayas, Open University, Mindanao, Baguio, and Cebu) across 17 campuses, offering more than 250 undergraduate programs."]
["Merit and Needs-Based Scholarship Program (MNBSP) Evaluation Report",2013,"https://www.edu-links.org/sites/default/files/media/file/MNBSP%20Evaluation%20Report.pdf","USAID","USAID","In 2004 the United States Agency for International Development (USAID) and Pakistan's Higher Education Commission (HEC) developed the Merit and Needs-based Scholarship Program (MNBSP). The objectives of MNBSP are: To enable the academically qualified, yet financially needy, Pakistani students to continue university studies in selected private and public universities of Pakistan in the fields of agriculture and business administration. To enhance the institutional capacity of the HEC of the Government of Pakistan and local public and private sector universities in designing and implementing need and merit based scholarship projects. The purpose of this evaluation of MNBSP is to provide USAID/Pakistan with an independent performance-cum-process evaluation to help improve the performance of MNBSP and its contribution to USAID/Pakistan’s development objectives. The scope of the evaluation was defined through twelve specific questions, which are listed in the next section that outlines overall conclusions. The evaluation used a mixed methods approach to collecting and analyzing data. A number of instruments were adopted to gather primary information from stakeholders and MNBSP beneficiaries. Secondary data was captured from program documentation and other relevant sources. All sources are defined in the body of the report."]
["USAID/INDONESIA’S PROGRAM TO EXTEND SCHOLARSHIPS AND TRAINING TO ACHIEVE SUSTAINABLE IMPACTS (PRESTASI)",2021,"https://www.edu-links.org/sites/default/files/media/file/USAIDIndonesia%27s%20Program%20to%20Extend%20Scholarships%20and%20Training%20to%20Achieve%20Sustainable%20Impacts%20%28PRESTASI%29.pdf","USAID","USAID","This case study showcases good practices in scholarship programming by highlighting the work of the Program to Extend Scholarships and Training to Achieve Sustainable Impact (PRESTASI) activity in Indonesia, including recruitment strategies, co-funding, leadership training, and alumni activities."]
["The Applicability Factors on the Implementation of Performance Based Funding Mechanism at Malaysian Public Universities",2020,"https://doi.org/10.20448/journal.509.2020.71.76.86","Ahmad, A. R., & Yee, K. S.","Journal of Education and E-Learning Research","The intention of this paper is to examine the applicability factors on the implementation of Performance Based Funding (PBF) mechanism in Malaysian public universities. Three applicability drivers examined in this study are consisting of government objectives, level of understanding and autonomy. Survey questionnaires were distributed to all Dean and Deputy Dean of the faculty of all 20 public universities in Malaysia. This study investigated the drivers of PBF mechanisms for Malaysian public universities. By filling the research gap, this study can serve and provide the Malaysian Government with valuable understanding with regard to the views of public universities on the implementation of PBF. This study also assessed the applicability of the implementation of PBF that may serve as a reference or guideline to the Federal Government in developing PBF and applying higher education funding policies. This study can also function as a reference guide to other nations, especially amongst developing nations considering PBF programs. The findings from the quantitative data showed that government objectives, level of understanding and autonomy have significant and positive relationships with PBF mechanism implementation. Consistent with previous studies, government objective has proven to have a significant relationship with the PBF mechanism implementation where it usually acts as a strategic planning by the government to align the institutional objectives with government objectives."]
["Department Chair as Mentor: Perceptions of Young Female Faculty Members from Kazakhstan",2021,"https://doi.org/10.1108/JPCC-01-2020-0001","Yelibay, M.","Journal of Professional Capital and Community","Purpose The study explores factors affecting workplace–mentoring relationships of young female faculty members and their department chairs. Design/methodology/approach The author used a qualitative interview research design to answer the research questions of the study. Semi-structured interviews of ten female faculty members from Nur-Sultan, Kazakhstan were analyzed with the help of thematic coding and its interpretation. Findings The study suggests implementing women-only formal mentorship programs with Kochan's (2013) cultural framework for an organizational culture change. The reason is that study provides some insights into the traditional values that underpin age and gender biases in the professional community of Kazakhstani academia. However, but the results differ for participants who are informally mentored by department chairs with modern values. The author acknowledges that the small sample limits the findings and it's interpretation. Hence more research in the interdisciplinary field of gender, education and workforce in the context is required. Originality/value The study presents new evidence to support existing Western research on factors influencing workplace relationships and mentorship for young female faculty members. This empirical research adds on findings to the existing data from the Central Asian context, particularly to the sector of women studies and organizational culture in higher education institutions."]

{"sheet":"1 - E&E","index":5,"n_rows":3,"n_cols":6,"rows_kept":3,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q1: How can Higher Education (HE) systems and institutions become more strategic in planning, implementing, and monitoring core activities (e.g., enrollment, academic programs, research, and outreach)?\nRegion: Europe and Eurasia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":1},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Integration of strategic management and quality assurance in the Romanian higher education",2012,"http://dx.doi.org/10.1016/j.sbspro.2012.09.1132","Moldovan, Liviu","Procedia - Social and Behavioral Sciences","The purpose of the present study is to investigate the relationship between total quality management and strategic issues in Romanian higher education, of the way to implement quality management systems in universities with view to achieving superior organizational performances. To this end we have analyzed the relation between quality and strategy. We have defined a strategy for integrating quality which has a central role in the competitive strategies, believing that the balance of determination is the opposite of the traditional, so the university's quality strategy determines the other competitive strategies: marketing strategy, teaching strategy, scientific research strategy. The article proceeds in the following manner: first, we briefly review the literature regarding the relation between quality and strategy. We develop hypotheses concerning integrated quality strategy as defensive strategy that emphasizes the quality control of the educational and scientific research processes. Then we apply our model to a case study showing how Petru Maior University of Tirgu Mures (UPM) applies defensive strategy controlling the quality of educational and scientific research processes by implementing a quality management system, with its novelty aspects that is a combination between requirements of the ISO 9001 standard and the requirements of the Romanian Agency for Quality Assurance in Higher Education (ARACIS). We explain in detail the case study. Finally, we provide the research findings and discuss their managerial and theoretical implications."]

{"sheet":"1 - LAC","index":6,"n_rows":8,"n_cols":6,"rows_kept":8,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q1: How can Higher Education (HE) systems and institutions become more strategic in planning, implementing, and monitoring core activities (e.g., enrollment, academic programs, research, and outreach)?\nRegion: Latin America and the Caribbean",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":6},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Knowledge Policies and Universities in Developing Countries: Inclusive Development and the \"Developmental University\"",2015,"https://doi.org/10.1016/j.techsoc.2014.10.004","Arocena, Rodrigo; Göransson, Bo; Sutz, Judith",null,"This paper links development approaches with innovation systems theory and social inclusion concerns. In exploring the relationship between development and knowledge, we propose a sequential analytical model that considers values, facts and policies as a coherent whole. This allows us to go deeper into the question of how policies for promoting the production and use of knowledge able to foster different facets of social inclusion can be formulated and implemented. We propose to call such policies \"democratization of knowledge policies\" they are one of the means to achieve inclusive development. We provide examples of how these policies work in practice, and explore how the university, a vital part of any national innovation system, can play a role in the emergence and consolidation of the democratization of knowledge. Universities that embrace that role may be considered developmental universities. They fulfill it in great part by providing effective incentives to include in their research agendas the kind of problems whose solutions can lead to an enhancement of social inclusion. However, developmental universities cannot function in isolation. It is argued that their effectiveness depends on the rise of a sustained and strong demand that is able to put knowledge at the direct service of shared social goals, among which diminishing inequality is particularly important. The paper presents a case in Uruguay that illustrates an ongoing transformation towards a developmental university."]
["Final performance evaluation of the higher education for economic growth activity",2018,"https://pdf.usaid.gov/pdf_docs/PA00T881.pdf","Megan, Gavin; Cristina, Accioly; Oscar, Picardo","Mendez England and Associates","The purpose of the final performance evaluation of the Higher Education for Economic Growth Activity (HEA) is to provide recommendations to: 1) the Activity for the final year; and 2) the United States Agency for International Development (USAID) for future programming. The evaluation focused on five evaluation questions (EQs), including: assessing results (EQ 1); the role of clusters (EQ 2); the government and higher education institutions (EQ 3); gender (EQ 4); and analyzing the extent to which results will be sustained (EQ 5). The evaluation used a mixed-methods approach, including document review; analysis of HEA's monitoring and evaluation data and performance indicators; key informant interviews and surveys for faculty/staff; focus group discussions; and direct observation. Key illustrative findings include: 1) teachers consider diploma programs available, high quality, and well facilitated; 2) trust has been established via positive and significant effects from collaboration; 3) while there has been an established approach to construct a higher education policy, the approach needs to be broader in terms of participants (including the government); 4) there is improved access to science, technology, engineering, and math for women and girls; and 5) the Centers for Career Development, which promote student engagement with the private sector, are the most likely to sustain. The evaluation recommends that USAID continue to support the investigations, curriculum reform implementation, teacher training, and scholarships, as well initiate as the construction of an entity to strategically integrate and give continuity to the cluster model."]
["Universities as the Engine of Economic Growth: Insights from Developing the First IndustryHigher Education Clusters in El Salvador",2017,"https://pdf.usaid.gov/pdf_docs/PBAAJ735.pdf","RTI International","USAID","We explore the recent undertaking in El Salvador to establish the country's first industry-higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agroindustry and food processing. These clusters take a systems approach to aligning higher education institutions (HEis) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Finally, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-level economic benefits. Strategies presented include: 1) treat aligning educational systems to respond to labor market needs as a complex systems problem; 2) create a common vision that can unite sectors followed by a clear road map; 3) create quick wins early on to keep people engaged and demonstrate in tangible terms what benefits different actors are getting; 4) clusters require organizational structure; 5) higher education and industry need to learn to speak each other's languages; 6) shift from short-termism to long-term thinking; 7) HEIs, industry, and government need to share costs and co-finance the resources for partnerships; 8) clusters should clearly define what success\" of the collaboration will look like in 3-5 years and develop mechanisms and indicators for accountability.\""]
["USAID Higher Education for Economic Growth Activity:A path towards the Fourth Industrial Revolution in El Salvador",2019,"https://pdf.usaid.gov/pdf_docs/PA00TQHC.pdf","RTI International","USAID","This document gives an account of the validity and effectiveness of the approach adopted by the USAID Higher Education for Economic Growth Activity in addressing the indicators associated with innovation, skills development and business dynamism during its interventions. The Activity established the cluster model as an institutional platform on which mutually beneficial relationships between the HEIs, industry and the government were built; a partnership was formed to ensure the quality of human resources by improving the training programs that are offered. Innovation was also promoted as a way to solve industry issues or increase production. When creating the clusters, the Activity chose four sectors based on their potential for growth and their importance within the economy: (1) Information and Communications Technology; (2) Light Manufacturing; (3) Energy and Energy Efficiency; and (4) Agro-Industry and Food Processing. Over the course of five years of Activity implementation, an institutional framework of university, industry and government collaboration was achieved, which allowed for the definition and implementation of programs that are aligned with the critical variables of innovation, the development of human talent, and business dynamism, in the context of the opportunities of the Fourth Industrial Revolution. The diverse Activity interventions have shown us the value of focusing on human capital, transforming the higher education system, equipping it with skills for innovation, and contributing to strengthening relationships with the production sector."]
["Knowledge Policies and Universities in Developing Countries: Inclusive Development and the \"Developmental University\"",2015,"https://doi.org/10.1016/j.techsoc.2014.10.004","Arocena, Rodrigo; Göransson, Bo; Sutz, Judith","Technology in Society","This paper links development approaches with innovation systems theory and social inclusion concerns. In exploring the relationship between development and knowledge, we propose a sequential analytical model that considers values, facts and policies as a coherent whole. This allows us to go deeper into the question of how policies for promoting the production and use of knowledge able to foster different facets of social inclusion can be formulated and implemented. We propose to call such policies \"democratization of knowledge policies\" they are one of the means to achieve inclusive development. We provide examples of how these policies work in practice, and explore how the university, a vital part of any national innovation system, can play a role in the emergence and consolidation of the democratization of knowledge. Universities that embrace that role may be considered developmental universities. They fulfill it in great part by providing effective incentives to include in their research agendas the kind of problems whose solutions can lead to an enhancement of social inclusion. However, developmental universities cannot function in isolation. It is argued that their effectiveness depends on the rise of a sustained and strong demand that is able to put knowledge at the direct service of shared social goals, among which diminishing inequality is particularly important. The paper presents a case in Uruguay that illustrates an ongoing transformation towards a developmental university."]
["Knowledge Policies and Universities in Developing Countries: Inclusive Development and the \"Developmental University\"",2015,"https://doi.org/10.1016/j.techsoc.2014.10.004","Arocena, Rodrigo; Göransson, Bo; Sutz, Judith",null,"This paper links development approaches with innovation systems theory and social inclusion concerns. In exploring the relationship between development and knowledge, we propose a sequential analytical model that considers values, facts and policies as a coherent whole. This allows us to go deeper into the question of how policies for promoting the production and use of knowledge able to foster different facets of social inclusion can be formulated and implemented. We propose to call such policies \"democratization of knowledge policies\" they are one of the means to achieve inclusive development. We provide examples of how these policies work in practice, and explore how the university, a vital part of any national innovation system, can play a role in the emergence and consolidation of the democratization of knowledge. Universities that embrace that role may be considered developmental universities. They fulfill it in great part by providing effective incentives to include in their research agendas the kind of problems whose solutions can lead to an enhancement of social inclusion. However, developmental universities cannot function in isolation. It is argued that their effectiveness depends on the rise of a sustained and strong demand that is able to put knowledge at the direct service of shared social goals, among which diminishing inequality is particularly important. The paper presents a case in Uruguay that illustrates an ongoing transformation towards a developmental university."]

{"sheet":"1 - ME","index":7,"n_rows":8,"n_cols":6,"rows_kept":8,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q1: How can Higher Education (HE) systems and institutions become more strategic in planning, implementing, and monitoring core activities (e.g., enrollment, academic programs, research, and outreach)?\nRegion: Middle East",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":6},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["The entrepreneurial university: a proposed model for developing nations",2019,"https://www.emerald.com/insight/content/doi/10.1108/JMD-11-2018-0347/full/html","Bizri, Rima; Hammoud, Jamil; Stouhi, Marwa; Hammoud, Manar","Journal of Management Development","Purpose: The purpose of this paper is to propose a model for entrepreneurial universities (EPUs) that operate in developing countries, as most of the existing research has either focused on the western context or neglected context altogether. The model is intended to identify the EPU's key success factors while taking into consideration its contextual constraints. Design/methodology/approach: A 60-item survey instrument was designed and distributed across the top 10 QS-ranked universities in Lebanon, and the data were analyzed using structural equation modeling with SmartPLS. Findings: The results of data analysis confirmed the influence of resources and capabilities and knowledge transfer as the two most powerful ‚Äúuniversity-specific‚Äù success factors. Importantly, the relationship between the university-specific factors and innovation was mediated by the presence of a strong entrepreneurial culture, while an entrepreneurship environment was found to be conducive to entrepreneurship outcomes of the EPU. Originality/value: This paper fills a gap in the literature by suggesting a model for the EPU in developing nations, taking into consideration the various constraints of those nations."]
["Applicability of the high performance organization framework in the Middle East: The case of Palestine Polytechnic University",2012,"http://dx.doi.org/10.1108/17537981211265598","de Waal, Andres; Sultan, Suhail","Education, Business and Society: Contemporary Middle Eastern Issues","Purpose: Interest in creating high performance organizations (HPOs) has been growing in the Middle East and Middle Eastern managers have been looking into practices that will help them elevate organizational performance. Unfortunately there is a shortage of HPO studies conducted in the Middle East which could help these managers. The purpose of this paper is to examine the applicability of the recently developed HPO Framework in a Middle Eastern context, namely at Palestine Polytechnic University (PPU). The goal of the study was to evaluate whether this framework could be applied in the Middle Eastern context and thus help improve performance of Middle Eastern organizations. Design/methodology/approach: A workshop was conducted with management and staff of the university at PPU's premises in Hebron. During the workshop, management, staff and teachers filled in the HPO questionnaire, which gauges the current HPO status of an organization. The resulting HPO score of PPU, and the comparison with the scores of other Middle-Eastern organizations in the database of the researchers, were discussed during a workshop with representatives of PPU and initial improvements were established and put down in an action plan. Findings: With an average HPO score of 6.8, PPU was an average scoring organization that performed more or less the same as the other Middle-East organizations. However, two main issues for PPU emerged that had to be addressed in order to transform the university in an HPO. The first issue was that PPU's performance management process had to be improved, as not everything that mattered to PPU's performance was communicated to everybody adequately enough. The second issue was that the performance-driven behavior of PPU's people had to be strengthened, as the decision-making and action-taking processes took too long and people were nor resilient and flexible enough to deal quickly with changing conditions. Practical implications: Practically, the research findings could help managers of Middle Eastern organizations to achieve sustainable high performance in their organizations. Originality/value: The research described in this paper constitutes one of the first studies into the determining factors of sustainable high performance in the Middle East and as such, it adds to the strategic management literature by showing that the HPO concept can be applied in the Middle East to evaluate the high performance status of Middle Eastern organizations. {\\textcopyright} Emerald Group Publishing Limited."]
["Why are there so few world-class universities in the Middle East and North Africa?",2018,"http://doi.org/10.1080/0309877X.2017.1349881","Forster, Nick","Journal of Further and Higher Education","This article explains why there are so few world-class universities in the Middle East and North Africa (MENA) region today. It first summarises the systemic exogenous economic, political and social problems facing all countries in the region, and the impact of these on the development of their higher education sectors in recent times. Then, with reference to the Times Higher Education and Webometrics rankings of the world's leading universities, the article describes several endogenous explanations for the absence of world-class universities in the 19 countries of the MENA region. These include the lack of strategic investment in research and teaching in local universities; the absence of intellectual freedom and the constraints imposed on the free expression of ideas in all MENA universities; the failure of universities in the region to encourage, monitor and reward high-quality and high-impact research (and teaching) in the natural and social sciences, the humanities and the liberal arts; and the anti-scientific mind-sets of local ruling political elites, many Islamic theologians, and those who are responsible for the oversight and administration of universities in the region. The limitations of this exploratory study and suggestions for future research are then described. The article concludes by explaining why it is highly unlikely that the political and educational leadership of countries in the MENA region will initiate the institutional higher education reforms that would be required to build world-class research-teaching universities in the foreseeable future."]
["Mapping the field of educational leadership and management in the Arabian Gulf region: A systematic review of Arabic research literature",2020,"https://www.mendeley.com/catalogue/f62ec02d-53d6-33d1-9396-6698fab2931a/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7B5440b673-47ba-464e-a8d3-bed2a5fbfcea{\\%}7D","Hammad, Waheed; Samier, Eugenie A.; Mohammed, Azzam","Educational Management Administration {\\&} Leadership","The purpose of this systematic review was to identify trends in educational leadership and management (EDLM) knowledge production in the Arabian Gulf region, drawing on a database of 272 studies published in local (Arabic) journals over a 10-year period (2009‚Äì2018). The review focused on the geographic distribution of the literature, authorship trends, types of studies, research topics, research methods and data collection techniques. The study employed quantitative methods aimed at highlighting patterns of EDLM knowledge production rather than synthesising research findings. The study used the Arabic databases hosted by Dar Almandumah (EduSearch, EcoLink, IslamicInfo, AraBase, and Humanindex), in addition to the Shamaa database to identify relevant sources. The study found that the literature under investigation reflected many of the features characterising EDLM literatures from other developing countries, especially in terms of the types of studies, topical coverage and research methods. The most notable features included uneven geographic distribution, predominance of single-authored papers, absence of certain important topics, prevalence of empirical articles, and heavy reliance on quantitative research methods and data collection techniques. Recommendations were provided to improve future EDLM research in the region. The study supports findings from previous reviews of EDLM literature in the Arab region and highlights the need for more concerted efforts to enhance the quality and relevance of this literature to increase its ability to inform policy and practice."]
["Learning experiences for academic deans: Implications for leadership coaching",2020,"https://www.mendeley.com/catalogue/a1880ec4-4ef6-36be-8461-5fcb59df0380/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7Ba1727486-860d-4051-bd11-64ba163755f7{\\%}7D","Nadeem, Iftikhar; Garvey, Bob","International Journal of Evidence Based Coaching and Mentoring","This paper is the result of a unique combination PhD research and an intensive leadership coaching among Academic Deans and equivalent leadership roles within a university in the Middle East. Academic Deans have a complex 'in between' role. This level of complexity can create significant leadership and personal challenges. Coaching can offer an opportunity to enable these middle leaders to develop insights and strategies to cope with these challenges. However, a competent coach is not enough to work with the complexities of this group of people. A more flexible and adaptive coach is needed with a repertoire of skills and processes to draw upon to serve the needs of the coachees. Employing an Interpretative Phenomenological Analysis (IPA), the study identified some key themes in the findings about the ways in which the Deans learned. These include developing a mindful, reflective and calm environment, learning preferences are associated with the subject disciplines of the Deans and learning by observation. Drawing on adult learning theory and the research data this paper explores the development of such a process framework and concludes that a competence based approach to coach develop is inadequate for the complexities of the task."]
["Towards an entrepreneurial university: case of Tunisia",2020,"https://www.worldscientific.com/doi/10.1142/S0218495820500028","Sidrat, Sawsen; Boujelbene, Younes","Journal of Enterprising Culture","In this paper, we shed light on the entrepreneurial university in Tunisia through a quantitative survey of 532 heads of Tunisian universities to explore, identify and understand the factors that help a Tunisian university to become an entrepreneurial one. Our results showed that to become entrepreneurial, the university should adopt an entrepreneurial orientation, in other words, it should be innovative, autonomous, proactive, risk taker and competitive. In this context, a proposed conceptual model can be used as a tool for the universities wishing to initiate and implement an entrepreneurial orientation policy."]

{"sheet":"1 - Global","index":8,"n_rows":15,"n_cols":6,"rows_kept":15,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q1: How can Higher Education (HE) systems and institutions become more strategic in planning, implementing, and monitoring core activities (e.g., enrollment, academic programs, research, and outreach)?\nRegion: Global",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":13},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Trends in global higher education: Tracking an academic revolution",2019,"https://books.google.com/books?hl=en{\\&}lr={\\&}id=-t-mDwAAQBAJ{\\&}oi=fnd{\\&}pg=PP3{\\&}ots=rFK95dqGjJ{\\&}sig=wit327{\\_}q52PPudF58pGppxuigf4{\\#}v=onepage{\\&}q{\\&}f=false","Altbach, Philip G.; Reisberg, Liz; Rumbley, Laura E.",null,"This Trend Report fulfills a simple yet complex purpose -- to summarize the main directions in higher education worldwide in the past decade -- since the 1998 UNESCO World Conference in Higher Education. The main goal is to provide background analysis and to manimate discussion at the 2009 UNESCO World Conference on Higher Education. We, as authors, have no preconceived perspective. Instead, with the contributors who have assisted us in the preparation of this report, we have attempted to provide an objective discussion of central themes."]
["Academic administration: A quest for better management and leadership in higher education",2009,"https://www.amazon.com/Academic-Administration-Management-Competitive-Globalizing/dp/1607417324","Chen, Sheying",null,"This book provides a comprehensive view of the administration of academic affairs and related areas in higher education as they pertain to a threefold institutional mission of teaching, research, and service. It is a must-read for new academic administrators. It fills in a gap in required readings for higher education related majors and advanced degree programs. For the seasoned academic administrator in a senior rank, the book offers a systematic review of the big picture with sufficient depth and provoking analysis of challenging issues to help make progress toward reflective practice, research undertaking, and theoretical breakthrough. The goal of the book is to be a most effective and efficient educational tool, not just to help shorten the learning curve of the new and aspiring academic administrators but also to help renew critical thinking and creative leadership in existing academic administration."]
["Delineating the character of the entrepreneurial university",2004,"https://link.springer.com/article/10.1057/palgrave.hep.8300062","Clark, Burton R.","Higher Education Policy","We gain insight into the emerging character of the entrepreneurial university by pursuing empirical answers to two questions: How are such universities initially formed? And how do they sustain themselves? My 1998 book, Creating Entrepreneurial Universities, used European cases to conceptualize five ‚Äòpathways of transformation.' My 2004 book, Sustaining Change in Universities, in search of exemplars of entrepreneurial action, turns to 14 internationally distributed case studies to clarify anew these transforming steps and to suggest dynamics of change that produce a new steady state change. Drawn largely from the book's concluding chapter, this article emphasizes key features of change-promoting organization in universities and highlights the growing centrality of university-led action based on flexible and adaptive self-reliance."]
["Reframing the university as an emergent organization: Implications for strategic management and leadership in higher education",2018,"https://doi.org/10.1080/1360080X.2018.1478608","Doyle, Tom; Brady, Malcolm","Higher Education Policy and Management","For the most part, the organisational forms that are currently being adopted by higher education institutions are grounded in the traditional corporate models of organisation that take a rational approach to organisational change management. Underlying this account is an assumption of organisational autonomy and the capacity ofdesignated leaders to direct such change processes. However, a case is now being made for the consideration of alternative organisational theories or models that offer a different perception on the sources and patterns of organisational change in higher education. These theories perceive organisations more as emergent entities in which change is continuous, often unpredictable and arising mainly from local interactions. The paper surveys the implications that acceptance of the alternative paradigm might have for strategising and change leadership in higher education institutions. It suggests that the accommodation of these alterative paradigms of institutional development in higher education may itself be an emergent process."]
["Faculty development in context: Changing learning cultures in higher education",2010,"https://link.springer.com/chapter/10.1007/978-3-642-03582-1_8","Feixas, M.; Zellweger, F.","Faculty Development in Context: Changing Learning Cultures in Higher Education","As we know from research on human resources training, there are many factors influencing learning acquisition and transfer. Using Holton's approach as a reference (Holton {\\&} Bates, 2002), three factors are considered primary variables that interact to affect the transfer of learning from the training environment to the work environment: 1) the ability of participants to use the learned skills in the job setting, 2) their motivation to use them and 3) the work environment supporting the use. In this article, we place special emphasis on the environmental factors as we believe there are important organizational and structural conditions in universities that serve as catalysts or barriers for the effectiveness of faculty development. Before reaching to this point, we first suggest a conceptual framework that includes: a description of prevailing teaching cultures in European higher education, a discussion on what we mean by faculty development and its relationship to teaching cultures, a definition of learning cultures and a framework of the environmental factors affecting learning transfer. The article is not a report of an empirical study but provides an introduction of a research design about to be realized. It includes the comparison of two initial training programs for novel faculty in a Swiss and Catalan university and the environmental variables that might explain the reach of the learning transfer."]
["Strategic planning for higher education in developing countries: Challenges and lessons",2008,"https://eric.ed.gov/?id=EJ802591","Hayward, Fred M.","Society for College and University Planning","This article focuses on institutional strategic planning in three developing countries, Afghanistan, Madagascar, and South Africa, and draws on strategic planning experiences in other countries in which I have been involved over the last 15 years, including Bangladesh, Ethiopia, The Gambia, Ghana, Malawi, Namibia, Uganda, and Pakistan. As we look at these developing nations, we ask: What are the chances that students, faculty members, parents, business people, professionals, and other citizens will be able to find the quality education they crave? What might be done to realize their dreams? How might strategic planning assist in achieving these goals? What does experience in these nations suggest? What are the results to date?"]
["Good practices in leveraging long-term training for institutional capacity strengthening",2014,"https://www.aplu.org/library/good-practices-in-leveraging-long-term-training-for-institutional-capacity-strengthening/file","Hervy, Anne-Claire; Gilboy, Andrew",null,"In May 2013, the Association of Public and Landgrant Universities (APLU), with the support of the United States Agency for International Development (USAID), established a knowledge network among long-term training and capacity development programs in the area of agriculture and food security to share knowledge and disseminate good practices on using long-term training to build human and institutional capacity. Through this knowledge network, APLU engaged in dialogue with a variety of implementers of individual training and/or institutional-development programs and funders of such programs through individual interviews and a series of public webinars. An online platform was also established via USAID's Agrilinks site to facilitate communication among members of the network and to share resources and tools. The network was formally named the Knowledge Network on Long-Term Technical and Leadership Training. This report was developed for USAID to document the results of the Knowledge Network and to encapsulate the knowledge shared and good practices promulgated through the webinar discussions as well as through individual discussions with implementers, program designers, and funders. This report also covers a number of additional topics that were not the focus of discussion during the webinars. The report is organized in two sections. The first gives a brief overview of the institutional strengthening lens through which the Knowledge Network examined good practices in long-term training. The second examines eleven topics related to long-term training and, through this lens of institutional strengthening as one of the goals of individual training, identifies good practices in each of these areas to achieve that goal."]
["The effect of institutional culture on change strategies in higher education: Universal principles or culturally responsive concepts?",2002,"https://doi.org/10.1080/00221546.2002.11777159","Kezar, Adrianna; Eckel, Peter D.","The Journal of Higher Education","This study attempts to fill the gap in the literature, moving beyond generalized principles of change, by adopting a two- tiered cultural framework to examine the effect of institutional culture on change strategies across six institutions. The two research questions addressed are: (1) is the institutional culture related to the change process, and how is it related? and (2) are change processes thwarted by violating cultural norms or enhanced by culturally sensitive strategies? The two theories adopted for exploring the relationship of culture and change are Bergquist's (1992) four academic cultures and Tierney's (1991) individual institutional culture framework. The dual level of analysis offers a multiple-lens perspective that is better suited to understand complex organizational phenomena (Birnbaum, 1988; Bolman {\\&} Deal, 1991). Analyses of the six institutions (three are presented as detailed case examples) engaged in change processes over a four-year period through case study methodology (interviews, document analysis, and observation) are presented, examining five core change strategies: senior admin- istrative support, collaborative leadership, robust design (vision), staff development, and visible actions. In addition to demonstrating a relationship between institutional culture and change, the results support several assumptions from cultural theory, including the significance of culturally appropriate strategies, the importance of examining multiple layers ofculture (enterprise, institutional, group), and the possibility of predicting which strategies will be more important. This study challenges conventional notions about change processes; namely, that one can follow a general principle or approach and not be aware of how distinct organizational cultures impact the process. Its findings suggest the need for practitioners to become cultural outsiders in order to observe their institutional patterns. The Bergquist and Tierney cultural frame- works provide initial templates for this analysis."]
["Increasing participation and attainment in higher education in Australia: The early effects of a “demand-driven” system",2014,"https://ideas.repec.org/a/oec/edukaa/5jz8tqsd095g.html","King, Conor; James, Richard","Higher Education Management and Policy","This article examines the early outcomes of the policy reforms that aim to increase substantially the proportion of Australians with a bachelor's degree and improve equity of access. The changes rely on student choices dictating the flow and overall volume of government funding. The authors analyse the new policies and their implications for students and higher education institutions, focussing on: i) the initial evidence of impact on student numbers and the nature of the patterns of growth; ii) the effects on equity and the mix of students enrolled, both overall and between institutions; iii) the impact of increasing enrolments on government fiscal constraints and the pressure on student charges; iv) ensuring learning outcomes for all students and high-level outcomes for the most capable; and v) the role of universities and the place of other higher education providers in an increasingly diverse system."]
["Managing Change at Universities – A selection of case studies from Africa and Southeast Asia",2013,"https://www.international-deans-course.org/fileadmin/user_upload/idc/Publication/Managing_Change_at_Universities___A_selection_of_case_studies_from_Africa_and_Southeast_Asia.pdf","Mayer, Peter; Wilde, Marc",null,"This publication contains nine case studies of change processes in higher education institutions in Africa and Asia. The case studies show the wide variety of challenges higher education institutions face. Quality management has become a key issue in virtually all countries around the world. The search for strategies for faculties or smaller units is another important issue. The authors show how careful reflection on the challenges, on the options available, on benchmarking internationally can help in identifying viable ways for managing the institutional transformation."]
["The Impact of tertiary education on development: A rigorous literature review",2014,"https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Tertiary%20education%202014%20Oketch%20report.pdf?ver=2014-06-24-161044-887","Oketch, Moses; McCowan, Tristan; Schendel, Rebecca; With Bangpan, Mukdarut; Terano, Mayumi; Marston, Alison; Rawal, Shenila; Carpentier, Vincent; Furniss, Graham; Huttly, Sharon; McMahon, Walter; Oliver, Sandy; Prasadam-Halls, Ben; Temple, Paul; Unterhalter, Elaine",null,"After a long period in which the international development community has placed emphasis on primary education, there is now renewed interest in tertiary education (TE). However, the extent and nature of the impact of TE on development remains unclear. This rigorous review seeks to address this question in the context of low- and lower-middle- income countries (LLMICs). Overall, while there is a large body of literature on TE in LLMICs, the majority of studies focus on the characteristics of TE systems and institutions, or on the short-term effects of interventions (for example, on policy and funding arrangements). We found relatively few studies that sought evidence of the broader impact of TE on development in LLMICs. A conceptual framework was developed in order to structure the review of literature. Drawing on theories relating TE to human capital development, endogenous development, capabilities and institutional growth, multiple potential pathways to impact were identified. These pathways lead to improvements in five forms of outcome: earnings, productivity, technological transfer, capabilities and institutions."]
["Technical and Vocational Education and Training (TVET) Interventions to Improve the Employability and Employment of Young People in Low‐ and Middle‐Income Countries: A Systematic Review",2013,"https://link.springer.com/article/10.1186/1877-6345-5-3","Tripney, Janice; Hombrados, Jorge; Newman, Mark; Hovish, Kimberly; Brown, Chris; Steinka‚ÄêFry, Katarzyna; Wilkey, Eric","Campbell Systematic Reviews","The increase of low-income, low-skilled youth in the labour market, particularly in developing countries, is a major concern internationally. In some regions of the world, young people are nearly three times as likely as adults to be unemployed. They are also more likely to work in the informal labour market than adults, in low quality jobs that offer limited socio-economic security, training opportunities, and working conditions. This enormous unlocked potential represents a substantial loss of opportunity for both individuals and society. With increasing emphasis being given to work- and skills-based solutions to economic competition and poverty in the developing world, comes a renewed focus on technical and vocational education and training (TVET) as a means to expand opportunities for marginalised youth. Although several reviews have attempted to summarise the existing research in this area, there are a number of limitations to these reviews. There is a need to systematically examine the evidence base to provide a picture of the types of TVET interventions being used to raise employment, to identify those that are effective and ineffective, and to identify areas in which more research needs to be conducted. The main objective of this systematic review was to summarise the available evidence on the effects of TVET interventions for young people in developing countries to inform policy, practice, and research. The questions guiding this study were: 1) What are the effects of different models of technical and vocational education and training (TVET) interventions on the employment and employability outcomes of young people, aged 15-24 years, in low- and middle-income countries? 2) What do the findings suggest about moderating effects?"]
["The Private and Social Benefits of Higher Education",2009,"https://www.edu-links.org/resources/private-and-social-benefits-higher-education","McMahon, Walter","USAID","A college education has long been acknowledged as essential for both personal success and economic growth. But the measurable value of its nonmonetary benefits has until now been poorly understood. In Higher Learning, Greater Good, leading education economist Walter W. McMahon carefully describes these benefits and suggests that higher education accrues significant social and private benefits. McMahon's research uncovers a major skill deficit and college premium in the United States and other OECD countries due to technical change and globalization, which, according to a new preface to the 2017 edition, continues unabated. A college degree brings better job opportunities, higher earnings, and even improved health and longevity. Higher education also promotes democracy and sustainable growth and contributes to reduced crime and lower state welfare and prison costs. These social benefits are substantial in relation to the costs of a college education. Offering a human capital perspective on these and other higher education policy issues, McMahon suggests that poor understanding of the value of nonmarket benefits leads to private underinvestment. He offers policy options that can enable state and federal governments to increase investment in higher education."]

{"sheet":"2 - Africa","index":9,"n_rows":13,"n_cols":6,"rows_kept":13,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q2: How can financing of HE systems and institutions become more sustainable?\nRegion: Africa",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":11},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Alternative modes of financing higher education in Nigeria and the implications for university governance",2002,"http://www.jstor.com/stable/43658062","Aina, Olabisi I.","Obafemi Awolowo University","The problems of under-funding and over-reliance on government funds remain a clog in the wheel for university governance in Nigeria. The inadequate funding of the universities has had profound effects on teaching and research, while universities in Nigeria have been forced to embark on income generating projects in order to source alternative funds. Using data from a recent study, this essay explores different alternative modes of financing higher education in Nigeria, and the implications for university governance. Four Nigerian universities were surveyed, while field data were collected using the questionnaire survey method, in-depth interview, direct observation of facilities and infrastructures, and focus group discussions (FGDs). The study found that Nigerian universities are now opening up to new innovations in the area of sourcing non-governmental funds. The process has serious implications for the quality of teaching and research, while commercial ventures being generated are fraught with problems of management, including issues of accountability, profitability, and sustainability. The paper prescribes ways of overcoming some of the governance problems confronting the university system in Nigeria, as it grapples with economic realities, and the achievement of its original mission statement-teaching and research, and the building of human minds."]
["The impact of Ghana's higher education governance and regulatory framework on financial sustainability",2010,"https://ejournals.bc.edu/index.php/ijahe/article/view/10928","Ayam, Justice Ray Achoanya","Catholic University College of Ghana","Higher Education governance, legal and regulatory regimes in Ghana are important factors in the complex Higher Education landscape and its atten- dant funding challenges. Increased global demand for Higher Education highlights the importance of this framework in ensuring sustainable funding of the sector. The study assessed the impact of governance and regulatory variables on financial sustainability using a quantitative research methodology and a well-validated research instrument for correlational analysis. The findings revealed a statistically significant relationship between the com- bined effect of all eight variables while the variable, institutions undergo accreditation was the only one that was significant in predicting the best fit equation for financial sustainability. The recommendations arising from the findings will assist policy-makers to undertake relevant reform of the current governance, legal and regulatory practices in the country."]
["Innovative management for organizational sustainability in higher education",2016,"www.emeraldinsight.com/1467-6370.htm","Barnard, Zenia; Van der Merwe, Derek","International Journal of Sustainability in Higher Education","The purpose of this paper is to provide an overview of the innovative management strategies at the University of Johannesburg (UJ) during volatile post-merger years, in its quest for a sustainable future. It illustrates how the institution went from a place of relative uncertainty and volatility to a place of progression and stability by adapting to its environment and challenging circumstances. Design/methodology/approach , A holistic and inter-disciplinary approach is taken by the authors to demonstrate that organizational innovation and sustainability do not happen in isolation. The paper includes a literature review to contextualize the challenging environment in which the UJ was established and functions. A brief description of the strategic goals of the university is provided as a framework from within which the innovative management activities were launched. Data and information from the UJ's stakeholder reports were used as measurement tools to determine the progress in reaching strategic targets. Findings: Innovation in higher education reported on in this paper is a result of many planning sessions, policy and procedure formulations, brainstorming and benchmarking exercises, performance reviews, management interventions and statistical analyses. A set of necessary and sufficient conditions for innovation in sustainable development in higher education include decisive leadership on strategic direction; regular, flexible and inclusive planning; regular culture climate surveys; constant monitoring of progress; and strategic agility that is essential to promote innovation among the entire workforce. Originality/value ‚Äì The challenges, context and approaches provided in this paper serve as a frame of reference for other institutions of higher learning that face similar challenges in a dynamic, diverse and volatile environment."]
["External Evaluation of the Kinshasa School of Public Health",2016,"https://dec.usaid.gov/dec/content/Detail.aspx?vID=47&ctID=ODVhZjk4NWQtM2YyMi00YjRmLTkxNjktZTcxMjM2NDBmY2Uy&rID=MjI1MzYy","Colwell, Brian; with Rimoin, Anne; Chickering, Kirstin; Doshi, Reena; Hoff, Nicole; Sinai, Cyrus; Museme, Kamy; Mukadi, Patrick","Texas A&M University, Center on Conflict and Development","This evaluation project, funded by the US Agency for International Development, aims to determine how effective the support provided to the Kinshasa School of Public Health over time has contributed to helping the school fulfill its mandate as a training and research institution. Beyond the primary aim, secondary aims included in the request are ‚Äú{\\ldots} to identify what assistance could be most effective for enhancing KSPH's role in strengthening human resources for health in the DRC, answer the question of how well various stakeholders, especially the Ministry of Health, have been served by the school, and provide recommendations to ensure that sound business practices are followed, with an emphasis on improving sustainability."]
["Making higher education finance work for Africa",2011,"https://academic.oup.com/jae/article-abstract/20/suppl_3/iii133/735286?redirectedFrom=PDF","Devarajan, Shantayanan; Monga, Célestin; Zongo, Tertius","Journal of African Economies","This paper identifies the twin problems of higher education financing in Africa --inadequate resources and poor use of existing resources -- and traces them to the preponderance of free, public tertiary education in most countries, despite a weak economic rationale for such an approach and unintended consequences of inequitable access and politicization of higher education. It proposes a reform of higher education finance based on principles of rationalizing government's role, taking into account the politics of such reforms and the institutional changes needed for a wellfunctioning system of tertiary education in Africa."]
["Higher education in francophone Africa: What tools can Be used to support financially-sustainable policies",2008,"http://hdl.handle.net/10986/6385","Gioan, Pierre Antoine","The World Bank","The higher education and research sector in the French-speaking countries of Africa has, for more than a decade, been in a state of severe crisis, stemming from an increasing disparity between the requirements vital to providing high quality education and the available resources. The goal of this article is to: i) highlight the factors which have lead to the development of this situation in most countries; ii) identify the conditions for creating a framework to regulate the trends in the higher education and research systems and allow them to be more financially sustainable; and iii) identify ways of increasing funding for this sector as well maintaining its level of quality. The main tools to support financially-sustainable policies include: i) controlling student inflows into higher education in order to avoid an increase in the student population that will be difficult to manage; ii) targeting student assistance more effectively towards the most disadvantaged and deserving students; iii) limiting the duration of study at the higher education level in order to prevent the number of students from building up in the institutions; iv) guiding students more effectively towards courses that offer better employment prospects; v) trying to promote a higher education private sector through fiscal and non-fiscal incentives; vi) reducing unit education costs; and vii) mobilizing additional self-generated resources."]
["Financing higher education : Income generation in Ugandan public universities",2018,"https://hdl.handle.net/10520/EJC-17245edabc","Kamanzi, Stella-Maris; Neema-Abooki, Peter","Journal of Public Administration","Public universities are mandated to advance learning, promotion of research, dissemination of knowledge, and other provisions that serve towards community engagement. Fulfilment of this mandate is reliant on an institution's effec- tiveness, which is largely dependent on the adequacy of funding. However, the Government of Uganda is continuously reducing funding towards universities. The article studies strat- egies employed in resource mobilisation in public universities in Uganda, examines the challenges faced in resource mobilisation, and ultimately suggests possible strategies to improve on financial and other resources in the public universities in the country. It has been found that public universities still rely on funding with more than 50{\\%} of their budgets being covered by the government despite the phenomenon that private students constitute more than 80{\\%} of the universities' population. Apart from private students' tuition, public universities raise funds from donations and grants, hiring of facilities, research and consul- tancy services, and educational services such as short-term courses. This article articulates how comparative education contributes towards interdependence within global citizenship. It advances the view for a shared presence and a common future by highlighting the need for government-owned universities in Uganda to endeavour to explore other viable alternative sources of funding."]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan",null,"Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:"]
["Affording the unaffordable: Cost sharing in higher education in Sub-Saharan Africa",2003,"https://www.jstor.org/stable/1493025?seq=1","Oketch, Moses O.","Peabody Journal of Education","The purpose of this article is to discuss some financial aspects of the future development of higher education in Africa entering the 21st century. Two main aspects can be distinguished: First, problems that concern the economy as a whole, the macroeconomic problems; second, questions that apply to the individual institutions of higher education. The former group includes questions such as: How much will the future expansions of higher education in Africa cost? How large is the capacity of African economies to finance this expansion and to what extent can tuition be applied? The article makes three recommendations to Africa's higher education: Flexible tuition fees; a well-designed loan scheme; and a proactive measure to promote access and quality."]
["Financing higher education in sub-Saharan Africa: some reflections and implications for sustainable development",2016,"https://www.mendeley.com/catalogue/02d16d95-c47e-330a-9f20-61343805facd/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7Be41869ce-394c-3fb4-8027-743a5e5b7d9c{\\%}7D","Oketch, Moses","Higher Education","The purpose of this article is to discuss how best to finance higher education in low-income countries of sub-Saharan Africa, drawing on benefits and drawbacks of the prevalent models of higher education finance, and lessons to be learned from countries which have seen greater expansion of their higher education systems in recent decades. Two main aspects are distinguished: first, a recognition of the powerful evidence that the general level of education in a country, its human capital, matters in determining a path to economic development; second, understanding that it does not help to produce large number of unemployed graduates whose only option due to absence of jobs is to engage in rent-seeking activities which in the end undermine both the essence of the human capital investment made, and job creation to be associated with human capital skills. Three areas are discussed, fully publicly financed ‚Äúfree‚Äù university education model; feasibility and lessons about fees; feasibility and lessons about loans. In addition, the paper makes suggestions on the measures to widen participation and promote equity and quality."]
["University partnership to address the shortage of healthcare professionals in Africa",2008,"https://doi.org/10.1080/17441690701766486","Tache S, Kaaya E, Omer S, Mkony CA, Lyamuya E, Pallangyo K, Debas HT, Macfarlane SB","Global Public Health","The shortage of qualified health professionals is a major obstacle to achieving better health outcomes in many parts of the world, particularly in Africa. The role of health science universities in addressing this shortage is to provide quality education and continuing professional development opportunities for the healthcare workforce. Academic institutions in Africa, however, are also short of faculty and especially under-resourced. We describe the initial phase of an institutional partnership between the Muhimbili University of Health and Allied Sciences (MUHAS) and the University of California San Francisco (UCSF) centred on promoting medical education at MUHAS. The challenges facing the development of the partnership include the need: (1) for new funding mechanisms to provide long-term support for institutional partnerships, and (2) for institutional change at UCSF and MUHAS to recognize and support faculty activities that are important to the partnership. The growing interest in global health worldwide offers opportunities to explore new academic partnerships. It is important that their development and implementation be documented and evaluated as well as for lessons to be shared."]

{"sheet":"2 - Asia","index":10,"n_rows":10,"n_cols":6,"rows_kept":10,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q2: How can financing of HE systems and institutions become more sustainable?\nRegion: Asia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":8},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Mid-Term evaluation of the American University of Afghanistan",2016,"https://dec.usaid.gov/dec/content/Detail.aspx?vID=47&ctID=ODVhZjk4NWQtM2YyMi00YjRmLTkxNjktZTcxMjM2NDBmY2Uy&rID=MjE2NTk1","Ahmadzi, Nasrullah; Latif, Zuhal; Lightfoot, Michael; Nasiri, Friba; Rezaie, Ammar; Sullivan, Earl Leroy","Checchi and Company Consulting, Inc.","The purpose of USAID funding is to support the permanent establishment of an American style University in Afghanistan that will imprint values of academic freedom, high quality instruction, research, academic honesty, work ethic, and community service to its graduates joining the national and international labor force. The evaluation team reviewed AUAF's progress in addressing the various program components specified in the Cooperative Agreement: a) Academic and professional outcomes; b) Enhancing the quality of programs; c) Expanding programs for women; and d) Increasing Financial Self-Sufficiency."]
["Financing higher education and economic development in East Asia",2011,"http://epress.anu.edu.au","Armstrong, Shiro.; Chapman, B. J. (Bruce J.); ANU E Press.",null,"This volume addresses important issues to do with access to higher education and different models of its financing in the East Asia region. It is enriched by diverse perspectives from vastly different starting points and by the historical and institutional settings in the region. The issues are set out in the context of the value of higher education in economic development and how it contributes to the capacities to adopt and adapt to new technologies and undertake institutional innovation. The established and well-functioning higher education loan and financing systems, such as those in Australia, and the experience of different systems tried‚Äîboth in East Asia and in the United States‚Äîare brought to bear in this volume."]
["Public University Autonomy in Afghanistan: Assessment of Three Dimensions - Financial, Academic, and Administrative",2019,"https://pdf.usaid.gov/pdf_docs/PA00V11F.pdf","Berger, Joseph B.; Siwash, Najib; Zargar, Waheedullah; Assadullah, Sulaimen; Hedayet, Mujtaba; Aslami, Hassan; Wajdi, Habibullah; Mussaway, Javid",null,"Assessment of eight public universities in Afghanistan. Assesses each institution's financial, academic, and administrative autonomy. Discussion of importance of each dimension of autonomy and challenges the universities faced. Discussion of budgets, budget planning, recruitment, income generation, research, branding and marketing."]
["Financing TVET: A comparative analysis in six Asian countries",2019,"https://www.afd.fr/en/ressources/financing-tvet-comparative-analysis-six-asian-countries","GONÇALVES Christine Uhder","Agence Fran{\\c{c}}aise de D{\\'{e}}veloppement, AFD","Over the last years, technical and vocational education and training (TVET) has been rising in the political agenda of both the international community and many governments around the world. In the new Agenda for Sustainable Development, which will guide the actions of the international community for the next fifteen years, TVET is expected to address multiple demands by helping young people and adults develop the skills they need for employment, decent work and entrepreneurship, promoting equitable, inclusive and sustainable economic growth, and supporting transitions to green economies and environmental sustainability. Yet the question of how to finance this priority is still insufficiently explored. In order to improve their ability to provide sound, evidence-based analysis and advice to their constituents, the French Development Agency (Agence Fran{\\c{c}}aise de D{\\'{e}}veloppement, AFD) and UNESCO launched a regional comparative study on TVET financing approaches. Looking into the example of six Asian countries (Laos, Malaysia, the Philippines, Republic of Korea, Thailand and Viet Nam) and benchmarking them against international practices in Europe, Latin America, Africa and other Asian countries, this study raises issues and explores ways to respond to the challenge of TVET funding."]
["Mid-term evaluation of the Indonesian Higher Education Leadership and Management (HELM) project",2015,"https://dokumen.tips/documents/mid-term-evaluation-of-the-indonesian-higher-education-pdfusaidgovpdfdocs.html","Haugen, Valerie; Pfahl, Nancy Lloyd; Dwatmadji; Arlianti, Rina; Astuti, Erlyn Yuli","International Business and Technical Consultants, Inc. (IBTCI)","The HELM project is one of two USAID higher education projects initiated between 2010 and 2014. HELM is a five-year USD{\\$}19.678 million project under implementation from November, 2011 to November, 2016. HELM aims to build the capacity of higher education leaders and managers from 50 public and private HEIs, including universities, polytechnics and community colleges. These 50 institutions are located across Indonesia that are grouped in two cohorts, each with 25 HEIs respectively. Engagement with Cohort 1 institutions commenced in 2012 and Cohort 2 engagement commenced in mid-2014. HELM seeks to increase the capacity of these HEIs in 4 core management areas: 1. General Administration and Leadership 2. Financial Management 3. Quality Assurance; and 4. Collaboration with External Stakeholders. HELM uses a number of strategies to enhance capacity in these institutions. Four components comprise the delivery strategy: 1. Design technical assistance approaches to achieve effective implementation of key reforms across the higher education system, coordinating with Directorate General for Higher Education/ Direktorat Jenderal Pendidikan Tinggi (DIKTI) and maximizing opportunities to internalize best practice within the Higher Education (HE) system; 2. Provide technical assistance to increase management capacity and improve performance at partner HEIs and disseminate best practices; 3. Strengthen graduate-level programs in higher education leadership and management; and 4. Support Special Initiatives by providing assistance to advance reforms and innovation within management of HEIs."]
["Good practice in cost sharing and financing in higher education | Asian Development Bank",2009,"https://www.adb.org/publications/good-practice-cost-sharing-and-financing-higher-education","Levine, Victor","Asian Development Bank","Higher education will have increasing importance in channeling human resources to support social development and economic growth but faces resource constraints and competing priorities in ADB's developing member countries (DMCs). Sudden and large shifts of government financing to higher education in DMCs may derail adequate funds for basic and secondary education. It is thus critical that new paradigms be found for financing higher education. With its well-developed framework for planning, project preparation, and analysis, and its excellent track record in education, ADB is well positioned to provide leadership in this important area. This good practice guide focuses on policy options, strategies, and practical tools for identifying and obtaining information to feed into country-specific dialogue concerning funding shortfalls and innovative methods of higher education finance, including partnerships with the private sector."]
["Innovative financing of higher education: Changing options and implications",2018,"https://journals.sagepub.com/doi/abs/10.1177/2347631117738644","Panigrahi, Jinusha","Higher Education for the Future","With the onset of new public management, there is a shift in the methods of financing of higher education institutions across the countries of the world, particularly emerging market economies, from public financing to private financing of higher education.1 Many countries adopted this shift very quickly while others have moved towards a gradual shift in adopting new systems to various extents. With the gradual decline in public financing of higher education institutions in developing countries like India, due to the competing demand for public funds and thereby privatization of public higher education institutions to share the cost of higher education to meet the growing demand for higher education, there are many new innovative methods that are adopted to finance higher education institutions. Further, the massification of higher education has encouraged the expansion of private higher education institutions to meet the sudden burst in the demand for higher education. The article discusses the issues and challenges in implementing the innovative methods of financing across the developed and developing countries with special regard to their implementation in a developing country like India."]
["Mid-term performance evaluation of the University Support and Workforce Development Program (USWDP)",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?"]

{"sheet":"2 - E&E","index":11,"n_rows":3,"n_cols":6,"rows_kept":3,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q2: How can financing of HE systems and institutions become more sustainable?\nRegion: Europe and Eurasia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":1},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["The Impact of EU Programmes on Financing Higher Education Institutions in Western Balkans – Evidence from Kosovo",2020,"https://journals.um.si/index.php/lexonomica/article/view/530","Jusufi, Gezim; Ajdarpasic, Suada","Lexonomica","The main goal of this paper is to analyse the financial effects of EU education and research programs on the development of higher education institutions in Western Balkan countries with a special emphasis given to Kosovo. To achieve the set goal, we have used the integrative review method. The Western Balkan HEIs do not have sufficient financial capacity to develop new curricula, new study programmes and research projects. They must therefore make use of EU education and research programmes to cover this gap. The evidence provided in the paper supports the idea that HEIs of the countries with low economic development, political challenges and lack of institutional capabilities will have a difficult time funding such undertakings without the assistance of EU programmes. Thus, these programs have a great impact on financing these educational institutions effectively. Therefore, their impact on the funding of universities in this region should be elaborated. It should be noted that there is little research which elaborate the impact of these programs on funding Western Balkan HEIs. These are key findings of the paper."]

{"sheet":"2 - LAC","index":12,"n_rows":5,"n_cols":6,"rows_kept":5,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q2: How can financing of HE systems and institutions become more sustainable?\nRegion: Latin America and the Caribbean",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":3},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Can student loans improve accessibility to higher education and student performance?: An impact study of the case of SOFES, Mexico",2004,"https://www.researchgate.net/publication/23549729_Can_Student_Loans_Improve_Accessibility_to_Higher_Education_and_Student_Performance_An_Impact_Study_of_the_Case_of_SOFES_Mexico","Canton, Erik; Blom, Andreas","The World Bank","Financial aid to students in tertiary education can contribute to human capital accumulation through two channels: increased enrollment and improved student performance. We analyze the quantitative importance of both channels in the context of a student loan program (SOFES) implemented at private universities in Mexico. With regard to the first channel, enrollment, results from the Mexican household survey indicate that financial support has a strong positive effect on university enrollment. Given completion of upper secondary education, the probability of entering higher education rises 24 percent. Two data sources are used to investigate the second channel, student performance. Administrative data provided by SOFES are analyzed using a regression-discontinuity design, and survey data enable us to perform a similar analysis using a different control group. Empirical results suggest that SOFES recipients show better academic performance than students without a credit from SOFES. However, the results cannot be interpreted as a purely causal impact of the student loan program, since the impacts also could reflect (self-) selection of students."]
["Assessing the impact of a student loan program on time-to-degree: The Case of a program in Peru",2014,"http://files.pucp.edu.pe/departamento/economia/DDD375.pdf","García, Luis","Departamento de Economia - Pontificia Universidad Catolica del Peru","This paper evaluates the impact of a student loan program on time-to-degree for undergraduate students at a large university in Peru. The loans have been provided to low-income students who display satisfactory academic performance. The decision whether to apply for a loan depends on each student; therefore, simple regression analysis may fail to estimate the impact due to the problem of endogenous regresor. In this study, an instrumental variable approach is employed, and it is found that students with loans obtain their degrees more rapidly than similar students without loans."]
["Massification and the public financing of higher education in Haiti: issues and challenges",2020,"https://journals.sagepub.com/doi/abs/10.1177/0020852318781457","Jacob, Sergot","International Review of Administrative Sciences","Haitian higher education is changing, but is little studied. This article examines the conditions under which massification recently occurred, on the one hand, and the extent of the inadequacy of public funding since the 1980s, on the other. It highlights that despite faster mass supply to address a social demand that is also rising sharply, the meagre public funding (on average, 0.33{\\%} of gross domestic product, and 1.17{\\%} of the state budget) devoted to the financing of public universities over the last 30 years has hindered their development. In fact, despite the modest increase in the budget of public universities compared to the state budget, massification ultimately resulted in a reduction in expenditure per student, which does not help to create the conditions for an acceptable level of quality education, and deprives the sector of its ability to play an effective role in the socio-economic development process of the country by first putting itself in a position to reflect on the problems of society and on its evolution. Points for practitioners: The system of virtually free studies, funded by the taxpayer, has reached its limits, while institutional mechanisms for regulating massification are essential to protect the consumer and counter the decline in the quality of education. To carve out a better position for the country on the world stage and benefit from the positive externalities of higher education, more public resources must be invested in it. The stake is therefore triple as means must be found, which must be differentiated, not only to fund the universities and the studies themselves, but also to diversify this funding given the limited resources of the state."]

{"sheet":"2 - ME","index":13,"n_rows":4,"n_cols":6,"rows_kept":4,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q2: How can financing of HE systems and institutions become more sustainable?\nRegion: Middle East",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":2},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["The Integration between financial sustainability and accountability in higher education institutions: An Exploratory case study",2019,"https://www.researchgate.net/publication/337825961_The_Integration_between_Financial_Sustainability_and_Accountability_in_Higher_Education_Institutions_An_Exploratory_Case_Study","Almagtome, Akeel; Shaker, Ameer; Al-Fatlawi, Qayssar; Bekheet, Heider","International Journal of Innovation, Creativity and Change","This study aims to explore the relationship between the financial sustainability and accountability function under the university autonomy and empirically evaluate the extent of the financial sustainability of public higher education institutions in Iraq. To this end, the paper adopts an exploratory approach using semi-structured interviews and content analysis procedures. We introduce a theoretical model to explain the relationship between financial sustainability and accountability function, and use a solvency ratio to evaluate the financial sustainability using the financial data of the university of Kufa for three years 2015-2017. The results indicate that financial sustainability and accountability are interdependent, and in order to ensure adequate funding, management must provide the necessary financial information for accountability function and legitimate its activities. We found that the sample university has a poor financial sustainability forecasts and accordingly it cannot continue as a financially independent unit without the governmental financial support. The further analysis reveals that the financial deficit in the financial position during the time of the study is an inevitable consequence of lack of financial and administrative authorities. The results also provide information and data to other governmental higher education institutions needed to evaluate their own institutions financial sustainability."]
["Financing and management of higher education: Evidence from Jordan",2012,"http://dx.doi.org/10.5539/ibr.v5n5p71","El-Sheikh, Emad; Mah'd, Osama; Nassar, Mahmoud; Al-Khadash, Husam Aldeen","International Business Research","This research provides a better understanding of the way for financing and management of higher education in Jordan. The study aims at describing the finance and management methods in Jordanian HE. The private universities in the world were also described in terms of their financing and management method. The Research uses archival documents, observations, and reports in order to accomplish the study objective. The findings emphasize that Jordanian HE is one of the most developed higher educational systems in the Middle East countries. There is much competition in the private HE, this motivates to research the best ways of management and financing for this sector. Worldwide, there is a trend towards private HE. While, world wide private universities depend on tution fees, they receive government subsidiaries. In Jordan, private universities are mainly financed by student tuition fees, and they do not receive any subsidies from the government. Therefore a proper budgetary system might facilitate the need for effective management of university resources and decision-making."]

{"sheet":"2 - Global","index":14,"n_rows":4,"n_cols":6,"rows_kept":4,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q2: How can financing of HE systems and institutions become more sustainable?\nRegion: Global",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":2},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Student finance policies worldwide: Leveraging funding for attainment and equity in higher education",2019,"https://www.acenet.edu/Documents/Student-Finance-Policies-Worldwide.pdf","Gayardon, Ariane De; Brajkovic, Lucia","American Council on Education","This report analyzes national-level higher education financing approaches for a diverse set of countries world- wide, and how each approach relates to equity and attainment. This analysis provides a frame of reference for policymakers to use appropriate funding policies to improve equity and ensure completion. The report begins with an analysis of cost-sharing funding approaches‚Äîpolicies that determine who pays for higher education. We break national funding policies worldwide into four categories: 1) free tuition (both open and restricted access), 2) low tuition fees, 3) high tuition fees supported by loan schemes (mortgage-style and income-contingent), and 4) dual-track policies. We then turn to funding approaches designed to improve equity or foster completion and discuss whether these approaches are working. Throughout the report, we draw on examples from many different national systems and look for patterns linking these policies to equity and attainment outcomes for students. In the conclusion, we consider the future of these policies worldwide and how governments can best use limited resources to ensure that disadvantaged students not only enroll in universities but also complete their degrees."]
["Evaluating financial sustainability of higher education institutions",2015,"http://dx.doi.org/10.5539/ass.v11n20p34","Sazonov, Sergei P.; Kharlamova, Ekaterina E.; Chekhovskaya, Irina A.; Polyanskaya, Elena A.","Asian Social Science","Economic reforms and reforms in the educational sphere have contributed to the increase of the concern towards the efficiency of the activity of educational organizations and higher educational establishments, in particular. This deals with the increased competition in both international and national markets for educational services; the growth of informational openness of higher education establishments and the enhanced role of strategic planning. All these aspects are gradually leading to a new objective that faces higher education establishments, which is a necessity to demonstrate the efficiency of their education services and support it with definite indices. Under conditions of budgetary expenditures, the problem of financial sustainability and efficiency of higher education institutions is becoming urgent, being focused on searching for possibilities to develop education establishments. In this context, the most important issue deals with developing approaches for quantifying financial sustainability and identifying the directions and means of its rise. The article suggests the method for defining the financial sustainability of higher education institutions and discusses both the indices, applied for financial sustainability evaluation, and their threshold values."]

{"sheet":"3 - Africa","index":15,"n_rows":28,"n_cols":6,"rows_kept":28,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q3: How can the viability and effectiveness of online and other forms of distance education be improved?\nRegion: Africa",null,null,"Total:",{"$f":"COUNTA(B3:B1007)","v":26},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Kepler Cohort 2014 Evaluation Endline Report",2015,"https://s3.amazonaws.com/www.kepler.org/Kepler+Year+Two+Endline+Report.pdf","IDinsight",null,"Kepler, a university program in Rwanda which launched in 2013, aims to develop a high quality, low-cost model of higher education. The program provides a blended learning model with Massive Open Online Courses (MOOCs)1 and in-person instruction with a focus on improving job market outcomes for students. IDinsight partnered with Kepler during the 2014-2015 academic year (‚ÄúYear 2‚Äù) to evaluate the impact of the Kepler program during their second year of operation relative to traditional Rwandan universities on students' Critical thinking: 0.53 SD (4.9 pp), as measured by the Watson-Glaser critical thinking test 2. Cognitive skills: English: 0.45 SD (9.0 pp), math: 0.14 SD (2.5 pp, not statistically significant), logic: 0.41 SD (7.9 pp) 3. English: Reading: 0.39 SD (5.8 pp), writing: 0.60 SD (2.8 pp), as measured by the International English Language Testing System (IELTS) reading and writing tests) 4. Computer literacy: 1.90 SD (26.5 pp), as measured by a test that included typing speed, web research, assessing website credibility, Microsoft Word, Microsoft Excel, and email As indicated by the standard effect sizes, all of the statistically significant results above are particularly large in magnitude: in education studies, effect sizes larger than 0.3 SD are considered large, while effect sizes larger than 0.5 SD are considered very large.4 Kepler and comparison students of both cohorts responded to survey questions on various aspects of their university experience. Survey findings related to preparation for the job market show that more Kepler students than comparison students are engaging in internships earlier on in their university education, and are receiving more feedback on their internships. While Kepler students perceive their university to be performing mostly at a similar level as comparison students, though less strong in reputation and importance of coursework, they feel that they have more personal connections they can use in finding jobs and are more confident in their likelihood to find jobs after graduation."]
["A Systematic Review of Mobile Learning Adoption in Higher Education: The African Perspective",2017,"https://researchrepository.murdoch.edu.au/id/eprint/56285/","Kaliisa, Rogers; Picard, Michelle","The Turkish Online Journal of Educational Technology","The spread and popularity of mobile devices has led to their increased application in higher education. While studies have reviewed mobile learning initiatives in different contexts, none has explored this subject in Africa. This systematic review collates and compares studies published between 2010 and 2016 on mobile learning in higher education in the African context to explore the application, impact and challenges of mobile technologysupported learning. Findings show that mobile learning within higher education institutions in Africa increased student and lecturer collaboration and, provide dinstant communication, increased student participation and engagement, facilitating authentic learning and reflective practice, as well as fostering learning communities. A change in the lecturers' approaches to teaching also occurred. The findings also indicate significant challenges in integrating mobile learning in higher education institutions within Africa: poor technological infrastructure, lack of access to modern mobile devices, lack of mobile learning pedagogical skills among lecturers, poor attitudes among students and lecturers, and incompatibility of mobile devices with the university online management systems. Policies to guide the implementation of mobile learning were also lacking. Large-scale studies assessing the effectiveness of mobile learning within African higher education institutions are lacking and existing studies lacked a theoretical framework. The review highlights enabling conditions for successful integration of mobile learning in African institutions addressing access, training, curriculum design, support and technical requirements. The absence of studies reporting on existing mobile learning projects reflects the limited penetration of this technology and associated pedagogies and a need to strengthen research in this emerging field."]
["Building Academic Staff Capacity to Support Online Learning in Developing Countries",2013,"https://olj.onlinelearningconsortium.org/index.php/olj/article/view/343","Krull, Greig; Mallinson, Brenda","Journal of Asynchronous Learning Networks","Higher Education Institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This has led to some HEIs introducing interactive web technologies to support their distance teaching and learning practices. However, academic staff at these institutions may struggle to provide sufficient support to online learners in part due to inadequate staff capacity in terms of familiarity with and use of online communication tools. This paper reports the practical experiences of building academic staff capacity within three southern Africa institutions, in order to initiate skills development and introduce foundational concepts in support of engaging online learners. The design of the course material is discussed and the experiences of the facilitators and participants are examined."]
["Strategic planning of higher education institutions in Africa: A case study of the University of Dar-es-Salaam",2010,"https://linkinghub.elsevier.com/retrieve/pii/S1877042810011948","Luhanga, Matthew","Procedia - Social and Behavioral Sciences","Socio-economic and political changes which swept through Africa in the 1980s had a major impact on African universities; including the University of Dar-es-Salaam. In response to these changes, the University of Dar-es-Salaam embarked on a self-controlled strategic planning exercise starting in 1989. The model adopted by the University of Dar-es-Salaam and the lessons learnt are summarized in this paper."]
["Students' Perceived Challenges in an Online Collaborative Learning Environment: A Case of Higher Learning Institutions in Nairobi, Kenya",2014,"http://www.irrodl.org/index.php/irrodl/article/view/1768","Muuro, Maina Elizaphan; Wagacha, Waiganjo Peter; Kihoro, John; Oboko, Robert","The International Review of Research in Open and Distributed Learning","Earlier forms of distance education were characterized by minimal social interaction like correspondence, television, video and radio. However, the World Wide Web (WWW) and online learning introduced the opportunity for much more social interaction, particularly among learners, and this has been further made possible through social media in Web 2.0. The increased availability of collaborative tools in Web 2.0 has made it possible to have online collaborative learning realized in Higher Learning Institutions (HLIs). However, learners can perceive the online collaborative learning process as challenging and they fail to utilize these collaborative tools effectively. Although a number of challenges have been mentioned in the literature, considerable diversity exists among countries due to diversity in infrastructure support for e-learning and learners' background. This motivated this study to investigate components of online collaborative learning perceived as challenging by learners in HLIs in Kenya. Using a questionnaire, a survey was conducted in two public universities and two private universities to identify students' perceived challenges in an online collaborative learning environment. Through purposive sampling the questionnaire was distributed to 210 students using e-mail and 183 students responded. Based on descriptive analysis the following five major challenges were rated as high: lack of feedback from instructors, lack of feedback from peers, lack of time to participate, slow internet connectivity, and low or no participation of other group members. There was also a relationship between the university type (private or public) with the perceived challenges which included: lack of feedback from the instructor (p=0.046) and work load not shared equally among group members (p=0.000). Apart from slow internet connectivity the rest of the challenges were in line with the observed challenges in the literature.These key challenges identified in this study should provide insight to educators on the areas of collaborative learning that should be improved in order to provide access to quality education that supports effective online collaborative learning in HLIs in Kenya."]
["Students' Awareness and their Use of African Virtual University Open Courseware: A Case of the Open University of Tanzania",2016,"https://www.researchgate.net/publication/301351427","Nyandara, Zamzam I.; Kigobe, Janeth E.","The Open University of Tanzania","This paper examined students' awareness, use and acceptance of the African Virtual University open courseware at the Open University of Tanzania. This explanatory study used qualitative and quantitative data collection and analysis using the framework of the Unified theory of acceptance and use of technology model. A total of 77 questionnaires were used to gather information from students within two regional centers namely, Mwanza and Dar es Salaam, followed by telephone interviews of participants who filled the questionnaires and willingly provided their mobile phone numbers for more communication. It was revealed that majority of students were not aware of the open courseware link at their university's website which implies that they were not using the platform. In addition, majority confirmed usage of printed materials rather than electronic materials as learning content. The study pointed out problems of high cost of internet, limited access to computers and information about open courseware as challenges to majority of students regarding the use of e-learning. This paper concluded that, instructors should orient learners on the existence, usefulness and usage of open courseware study materials as well as other e-learning platforms."]
["Promoting Distance Education in Higher Education in Cape Verde and Mozambique",2011,"https://www.tandfonline.com/doi/full/10.1080/01587919.2011.584845","Ramos, Fernando; Tajú, Gulamo; Canuto, Louisette","Distance Education","Over the past six years, the authors have been project leaders for three distance education initiatives in Cape Verde and Mozambique: ‚Ä¢ a blended learning master's degree in multimedia in education for faculty in Cape Verdean public higher education institutions (2005‚Äì2008) ‚Ä¢ a teacher training programme for 1375 elementary teachers provided through distance education in Cape Verde (2006‚Äì2008) ‚Ä¢ a blended-learning multimedia in education doctoral programme for staff, at the Centre for Distance Education, University Eduardo Mondlane, Mozambique (2008‚Äì11). This article describes the background to these projects, solutions adopted to meet the specific needs, capabilities, and constraints of the participants and institutions, and difficulties encountered. The project leaders reflect upon their experiences and the main lessons learned, while drawing conclusions that may be relevant to other higher education institutions in Africa and other developing countries embarking on planning and implementing distance education programmes and support units."]
["Implementation of SDGs at the University of South Africa",2019,"https://doi.org/10.1108/IJSHE-04-2019-0156","Mawonde, A., & Togo, M.","International Journal of Sustainability in Higher Education","Purpose The purpose of this paper is to demonstrate how universities can play a pivotal role in implementing sustainable development goals (SDGs). It recognises the advantage that universities have in responding to social challenges through their functions and operations, mainly through research and innovation and academic prowess. Not much guidance is available on how they can contribute to SDG implementation. The research is a case study of the University of South Africa, a distance education institution. It showcases how its science campus in Johannesburg has incorporated SDGs in its operations. Design/methodology/approach Data were collected through interviews with campus operations managers and sustainability office managers, a survey with environmental science honours students was conducted and observations of the Unisa Florida campus environment were undertaken to establish practices that contribute towards SDG implementation. Document analysis assisted in complementing the data collection process. Data were analysed by aligning practices with SDG indicators. Findings The research revealed a number of practices that align with SDGs in teaching, research, community engagement and campus operations management. Unisa is however challenged by financial limitations and as an open distance education and learning (ODeL) institution, it struggles to involve students in these projects. The paper concludes that while the most obvious contribution of universities to SDGs is towards quality education (SDG 4), higher education, including distance education institutions, can play an active role in implementing other SDGs as well. Research limitations/implications This research was limited to one institution, Unisa, owing to time limitations. While this might seem like the research was too selective, it was intentional, as the aim was to research a distance education institution. The research targeted staff involved in campus operations at Unisa’s Florida Campus, which is located in Johannesburg. Interviews were limited to students pursuing BSc Honours in Environmental Management. This was a methodological decision to contain the research, but making sure that the targeted respondents were the most informed. Individual case studies are often critiqued for being insufficiently representative to allow generalisations to other contexts (Jupp, 2006). This applies to this research in terms of “populations and universes” (Yin, 2003, p. 10), but generalisations to “theoretical propositions” (ibid) are possible. Originality/value There are few studies in Africa which researched implementation of SDGs in universities, let alone in ODeL institutions. The research revealed the challenge of involving students in sustainability practices in distance education institutions and serves as a testimony that such institutions can still have successful projects on and off campus. It suggests involving students in applied research based on the current sustainability projects on and off campus."]
["Promoting Student Support in Open and Distance Learning Using Information and Communication Technologies",2019,"https://doi.org/10.56059/jl4d.v6i2.360","Mayanja, J., Tibaingana, A., & Birevu, P. M.","Journal of Learning for Development","The study investigated the use of ICTs in student support in Open and Distance learning (ODL) at Makerere University. The study adopted a survey design with 327 ODL students, and the data from participants was collected using self-administered questionnaires and individual interviews. The results showed that Makerere University has enhanced student support through the introduction of the learning management systems, web-based applications, registration and accessing results to ensure students’ satisfaction and retention in ODL system. However, limited electronic support is extended to ODL students through e-mails, mobile phones, social media applications, radio and television. The study concludes with recommendations to policy makers at Makerere University. Although this study was based in Uganda, the findings may be of relevance to institutions in other developing countries."]
["Conceptualizing Internationalization at a Distance: A “Third Category” of University Internationalization",2021,"https://doi.org/10.1177/1028315320906176","Mittelmeier, J., Rienties, B., Gunter, A., & Raghuram, P.","Journal of Studies in International Education","Internationalization efforts in higher education have often been categorized according to Jane Knight’s binary of “Internationalization at Home” (IaH) and “Internationalization Abroad” (IA). However, a rising number of technology-supported activities have created new opportunities for university internationalization. For example, students can now remain “at home” while using technology to study with an institution or program that is simultaneously located “abroad.” We have conceptualized these activities as a new third category called Internationalization at a Distance (IaD). In this article, we introduce the concept of IaD and outline an in-depth case study of an international distance education provider at scale, the University of South Africa."]
["Creating a Context for Campus Sustainability through Teaching and Learning: The Case of Open, Distance and E-Learning",2019,"http://dx.doi.org/10.1108/IJSHE-02-2019-0066","Pretorius, R. W., Anderson, R., Khotoo, A., & Pienaar, R.","International Journal of Sustainability in Higher Education","Purpose This paper aims to reflect on approaches through which open, distance and e-learning (ODeL) students can use their local environments for assessments and explores how this shapes their conceptualisations of “university” and “campus”. Key issues and lessons learnt are covered, thus providing pointers for implementation of the type of assessment approaches that are presented. Design/methodology/approach Using three undergraduate sustainability-related modules in the Department of Geography, University of South Africa (Unisa), the lecturers’ reflections on the real-world sustainability learning experiences of students in these modules (2015-2018) have been cross-correlated and compared to present an integrated picture of emerging best practice. Findings The use of real-world, place-based applications, which form a central theme in the assessment strategy for all three modules, allows students to deal hands-on with sustainability issues, establishes a connection between ODeL students and the university and presents an opportunity to engage these students in real-world sustainability learning despite not being on campus. Research limitations/implications The case study format and qualitative, reflective methodology present limitations, while specifically focusing on ODeL and the final phase of undergraduate studies. Despite these limitations, the lessons learnt can be of value to universities currently transferring to online offerings, with possible impacts for sustainability learning. Originality/value This paper addresses misconceptions on the role of ODeL in transforming to sustainability. The criticism that ODeL is suitable for primarily theoretical training is countered by evidence that appropriately structured assessments requiring ODeL students to engage with real-world issues in their local environments, can provide valuable sustainability learning experiences."]
["Using Real-World Engagements for Sustainability Learning in ODeL in the Global South: Challenges and Opportunities",2021,"https://doi.org/10.1108/IJSHE-08-2020-0287","Pretorius, R. W., Carow, S., Wilson, G., & Schmitz, P.","International Journal of Sustainability in Higher Education","Purpose This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines. Design/methodology/approach The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning. Findings The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper. Research limitations/implications The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field. Originality/value This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice."]
["Towards an Institutional Blended Learning Adoption Model for Higher Education Institutions",2022,"https://doi.org/10.1007/s10758-021-09507-4","Antwi-Boampong, A., & Bokolo, A. J.","Technology, Knowledge and Learning","There has been considerable interest in Blended learning (BL) and how it is transforming teaching and learning in higher education institutions. Research in this area is focused on course level issues in relation to how students and faculty members interact and adopt blended learning, with very limited focus on institutional adoption. There is the need for more institutional adoption research to guide how higher education institutions shape policies as they transition from the traditional face to face delivery model to fully blended universities. This study adopts a grounded theory methodology to investigate institutional BL adoption initiatives. A public university in Ghana, which is in its early/adoption implementation stage, is selected as a case study and analysed using the constant comparative analytical technique. The university management took a decision in 2013 to transition from face to face delivery to a fully adopted blended learning approach. The university subsequently adopted a BL policy which, among other things, directed faculty members to teach courses via a mix of face to face and online using a Moodle Learning Management System (LMS). Findings from this study present the identified factors that influence and impact the adoption of BL program in institutions. Findings from this study suggest that institutional decision to adopt or reject BL is influenced by the level of the institutional desire to adopt blended learning and the level of the institution’s intention to adopt blended. The outcome of the findings is developed into an institutional adoption model to guide managers of institutions intending to transition to BL delivery model."]
["Perceptions of Undergraduates on the Relationship between Exposure to Blended Learning and Online Critical Literacy Skills",2019,"https://doi.org/10.4102/rw.v10i1.200","Fola-Adebayo, T. J.","Reading & Writing: Journal of the Reading Association of South Africa","Background: Exposure to a blended experience has the potential to heighten students’ online critical literacy skills, and prepare them to participate in the new online communities that emerge within a networked society. Objectives: This article considered the perceptions of a cohort of third-year undergraduates of the Department of Communication and Language Arts, University of Ibadan, Nigeria, on the relationship between exposure to blended learning (BL) and the development of online critical literacy skills. Method: A BL mode, which took the form of a face-to-face approach and the use of a virtual learning environment, was employed in teaching Critical Literacy, a component of the Developmental Reading Skills course designed for undergraduates of English as a second language. For 4 weeks, 80 students were trained to read web-based information critically and evaluate web pages in the Developmental Reading course, after which their perception of the relationship between exposure to BL and the development of online critical literacy skills was investigated. This work, for which data were obtained through focus group discussion and administration of a structured questionnaire, is grounded in both critical literacy (Janks 2013) and social constructivist theories (McInerney & McInerney 2002). Frequency distribution and Pearson correlation coefficient were employed in analysing the data collected. Results: The results revealed that the students perceived a positive relationship between exposure to BL and the development of online critical literacy skills. Conclusion: Many of the respondents showed a preference for the BL mode, and the benefits they derived from it include: the improvement of Information and Communications Technology (ICT) skills, the acquisition of more knowledge after the class, convenient time to work and ease with self-expression. Keywords: Digital literacy; meta-cognition; reading; second-language reading; reflective thinking."]
["Exploring Open and Distance Learning Reform at the National University of Lesotho: A Managerial Perspective",2021,"https://doi.org/10.19173/irrodl.v22i4.6283","Nketekete, M., & Mojalefa, M. L.","International Review of Research in Open and Distributed Learning","This study investigated how open and distance learning (ODL) reform was managed within the Institute of Extramural Studies (IEMS), at the National University of Lesotho (NUL). The reform was introduced during the 2017/18 academic year with first-year programmes in three departments: (a) Adult Education; (b) Business and Management Development; and (c) Research, Evaluation, and Media. The study employed interviews and analysis of institutional documents as data collection techniques. Interviews were held with eight programme coordinators, four department heads, and the director of IEMS. Purposive sampling was used to select the participants to the study given their strategic position in the management and implementation of the reform. Qualitative content analysis was used to interpret the data. The findings suggested that the ODL programmes were introduced without a policy and comprehensive plan. The implementation faced several challenges such as finance, as well as infrastructural and human resources. Evidence from the literature has suggested that compared to face-to-face strategy, ODL as an educational strategy requires special resources, support, and funding. Thus, curricular materials should be adapted for the ODL context, taking into account students’ characteristics. The study found that these pertinent requirements were not considered, and implementation continued as if the reform still constituted face-to-face or campus-based instruction."]
["A Comparative Investigation of Assessment Practices in Distance and Online Learning Undergraduate Mathematics in Nigeria",2020,"https://doi.org/10.5590/JERAP.2020.10.1.06","Reju, C. O., & Jita, L. C.","Journal of Educational Research and Practice"]
["University Students’ Persistence with Technology-Mediated Distance Education: A Response to COVID-19 and beyond in Zimbabwe",2021,"https://doi.org/10.19173/irrodl.v23i1.5758","Rudhumbu, N.","International Review of Research in Open and Distributed Learning","Technology-mediated distance education (TDE) has become part of the new normal in the range of teaching strategies used in universities in Zimbabwe. Contemporary literature abounds with studies that highlight challenges associated with access to education in universities, yet very little is highlighted about how TDE can be used to enhance access to education in Zimbabwean universities during the COVID-19 era and beyond. The purpose of this study was therefore to investigate determinants of students' behavioural intentions to persist with TDE in universities in Zimbabwe during COVID-19 and beyond. The study employed a quantitative approach that used a self-constructed structured questionnaire for data collection from a sample of 1,300 distance learning students selected from five universities using a stratified random sampling strategy. Structural equation modelling using IBM SPSS Amos 22 was used for data analysis. Results of the study show that cultural and norms issues ([beta] = 0.325; p < 0.001) and characteristics of the students ([beta] = 0.329; p < 0.001), the lecturer ([beta] = 0.362; p < 0.001), the institution ([beta] = 0.427; p < 0.001), and external stakeholders ([beta] = 0.279; p < 0.001) were all significantly associated with the behavioural intentions of university students to persist with TDE. Results of this study have implications for both policy and practice with regard to implementing TDE in universities."]
["Proximity and Choice of College of Distance Education (CoDE) of the University of Cape Coast for Further Studies",2019,"https://doi.org/10.1108/IJEM-12-2017-0379","Segbenya, M., Oduro, G. K. T., Peniana, F., & Ghansah, K.","International Journal of Educational Management","Purpose The purpose of this paper is to investigate the proximity of study centres to the students of College of Distance Education, University of Cape Coast (CoDE/UCC) and whether further studies of distance learners who were teachers and employees could lead to absenteeism in their workplaces. Design/methodology/approach A sequential explanatory strategy was used. A self-administered questionnaire and unstructured interviews as well as observation guides were employed to collect data from 2,077 students pursuing business and education programmes of CoDE in all study centres across Ghana. Data were analysed with descriptive statistics and pattern matching of content analysis. Findings The study found that few teachers and other workers pursuing the distance education do absent themselves from the workplace or classroom on Fridays preceding their face-to-face session because they embarked on their journey to the study centres on Friday morning. Some teachers also absented themselves from work on Mondays after face-to-face sessions for a lack of means of transport on Sunday after lessons. The absenteeism of these respondents directly and indirectly affected their employers, students and customers. Practical implications It was therefore recommended that management of CoDE/UCC should open more study centres in all the regions especially Western, Ashanti, Upper East, Northern and Upper West Regions to reduce number of hours spent by students to their study centres and consider introducing the business programmes at the existing district centres to reduce average distance covered by these students to commute from their places of work to their respective centres in the regional capitals. It was also recommended that online/electronic learning and audio versions (impersonal communication) of the study modules should be introduced so that students would not necessary have to travel to the study centre to participate in lectures/face-to-face sessions. Originality/value The findings of this study will help managers and administrators of both public and private distance educational providers. In addition to providing basis and areas for establishing study centres for geographical proximity, findings of the study should prove helpful for designing and delivering electronic and audio versions of distance education modules to reduce the level of absenteeism in workplace for the students."]
["Virtual Learning: The Lacuna for Improved Access, Openness and Flexibility in an Open and Distance Learning University",2020,"https://ojed.org/jimphe","Seeletso, M., & Letseka, M.","International Journal of Multidisciplinary Perspectives in Higher Education","This paper explores ways in which virtual learning can facilitate improved access to information, promote openness, and encourage flexibility in an open and distance learning university. It reports on experiences and perceptions of students at an open and distance learning university, who study through virtual learning. The study considered two groups studying the same programme, under different conditions. One group had facilitators during face-to-face sessions while the other used a virtual classroom, using smartboard technology. The sample consisted of thirty-two (32) students from Botswana Open University (BOU). An exploratory mixed methods approach was used. Students were purposively sampled. A questionnaire was administered to establish the extent to which virtual learning delivery mode provided improved access, openness and flexibility. For data analysis, themes of students' responses were identified and tallied according to the different issues and trends that emerged. The findings suggest that students view virtual learning not as significantly different from the face-to-face session in terms of quality of content. However, students reported low levels of satisfaction regarding interactivity and poor video quality."]
["ICT Officials’ Opinion on Deploying Open Source Learning Management System for Teaching and Learning in Universities in a Developing Society",2021,"https://doi.org/10.1177/2042753020946280","Asamoah, M. K.","E-Learning and Digital Media","Information and Communication Technology specialists, working within universities play important roles in the deployment of educational technologies for teaching and learning. Given the centrality of these specialists and the woeful dearth of empirics on this subject-matter in Sub-Saharan Africa, this paper interrogates the perspectives of ICT specialists working within universities in Ghana, on the deployment of Moodle®/Sakai® Learning Management System (LMS) by universities in the country for teaching and learning and the challenges involved. Data collection entailed semi-structured interviews with twenty informants. Thematic analysis was used for data analysis. It emerged that there has been impressive formulation of e-learning policy, construction of computer laboratories, Staff Resource Centre, Electronic Support Unit in the Balm Library, installation of Internet facility, Learning Management System, Enterprise Solution Software, Library Solution Software to promote ICT-mediated teaching and learning in the face of barriers. The paper adds knowledge to the extant literature in the field, impacts practice and policy along the pathway for ensuring sustainable deployment of LMS in universities in Sub-Saharan Africa."]
["Towards a Pedagogical and Sociotechnical Framework for the Strategic Integration of Mobile Learning in Higher Education in Low and Middle Income Countries",2021,"https://doi.org/10.1080/07294360.2020.1773768","Okai-Ugbaje, S.","Higher Education Research and Development","Using mobile devices to facilitate teaching and learning (m-learning) in higher education has continued to gain momentum. To ensure meaningful m-learning, several models and frameworks, including those focused on pedagogies and the learning environment, have been developed. However, the majority of these are derived from the context of high-income countries with advanced educational technologies and may not be suitable in low- and middle-income countries where educational technology systems are not as functional. This paper reports on the four phases of a project, which set out to develop a suitable m-learning framework for low- and middle-income countries. The proposed framework was originally derived from the extant literature, then revised following the outcome of two empirical studies conducted in a Nigerian university using the mixed methods research approach. The revised framework provides a roadmap for the strategic integration of m-learning in higher education, taking into consideration the pedagogical and socioeconomic context of low- and middle-income countries."]
["Technology-Engagement Teaching Strategy Using Personal Response Systems on Student’s Approaches to Learning to Increase the Mathematics Pass Rate",2019,"https://doi.org/10.28945/4393","Simelane-Mnisi, S., & Mji, A.","Journal of Information Technology Education: Research"]
["Maintaining Student Engagement: The Digital Shift during the Coronavirus Pandemic a Case of the Library at the University of Pretoria",2021,"https://doi.org/10.1080/13614533.2021.1976234","Matizirofa, L., Soyizwapi, L., Siwela, A., & Khosie, M.","New Review of Academic Librarianship","The South African Higher Education Institution (HEI) sector had to move to ‘emergency’ online learning during the covid-19 pandemic, and they embraced a humanistic approach underpinned by the need to complete the academic year in 2020 and support all students. Because this emergency online learning accelerated the digital shift, evidence of pre-existing disparities and inequalities have been magnified, such as the digital divide, infrastructure, connectivity, access to data, digital literacies, vastly different learning environments, software and hardware tools, and others. The Department of Library Services (DLS) is aligned to the University of Pretoria’s shift to online learning and to reimaging its service offerings and innovation readiness. It deliberately adopted a responsive engagement strategy for students, staff, senior management and service providers. Therefore, the DLS now offers a mix of services and programmes, with more reliance on virtual services to support and sustain the academic agenda. This paper provides real-life case study experiences of student engagement during the covid-19 pandemic, with reference to the relevant student engagement with literature. It also reflects on how the DLS previously applied attributes of service innovation, such as ‘employing’ a client-service robot at an HEI library in Africa, this being in keeping with the UP’s innovation culture."]
["Engagement with and Participation in Online Role Play Collaborative Arguments: A Sociocultural Perspective",2020,"http://dx.doi.org/10.34190/JEL.18.5.006","Najjemba, J. L., & Cronjé, J.","Electronic Journal of E-Learning","Digitally mediated role plays indicate potential for collaboration, social exchange of information and knowledge as well as motivation for learning beyond classroom time. These elements are critical for ESL learners’ development of language and argumentative writing practices. The aim of this research project was to investigate how students’ engagement with and participation in online role play collaborative arguments shaped their literacy practices, and influenced their beliefs and thinking regarding particular societal issue. This qualitative research project based on a larger ethnographic case study and tools of action research investigated students’ interactions and experiences before, during and after the online role play. The study involved 20 ESL pre‑service students at one university in Uganda and was conducted in both the real and online spaces. The real space involved face‑to‑face sessions aimed at building students’ confidence in using blogs for online role play. While the online space involved non‑participant observations to gain understanding of the social dynamics of students’ engagement in online role play, and the opportunities for students to engage in literacy practices related to online argumentative compositions. The study findings indicated that engagement in online role play using blog platform provided a rich environment for learners to exercise their creativity, orchestrate multiple ways of meaning‑making and build tactical relations for purposes of collective action. Furthermore, the use of online role play collaborative arguments facilitated a shift from “ascribed” to “achieved” identities where students did not only become aware that they were dealing with issues larger than individual perspectives, associated with school, family, culture and the legal system, but also that there need for them to take part in the civic action."]
["Participatory Parity through Teaching with Telegram",2022,"https://doi.org/10.18820/2519593X/pie.v40.i1.6","Swartz, B. C., Valentine, L. Z., & Jaftha, D. V.","Perspectives in Education","The COVID19 pandemic thrust emergency remote teaching (ERT) into the global spotlight and thereby undeniably changed aspects of the higher education (HE) landscape. For a developing country such as South Africa (SA), the use of the mobile instant messaging (MIM) application (app) called Telegram represents a practicable solution to overcome historical socio-economic challenges faced by certain demographic groups of limited or restricted access to devices and data. Against this backdrop, a Telegram teaching intervention was developed by two lecturers in the Engineering Faculty at a University of Technology (UoT) in SA to deliver curriculum content and engage with students in a low-tech, low-cost/low-data usage manner, and consequently to widen access to education, promote inclusivity and thereby facilitate student access, retention and success. This study explored student perceptions of the MIM app being used as a primary vehicle to deliver succinct instructional materials and facilitate class activities to offset the lack of faceto-face classes in a multimodal and flexible curriculum delivery approach. Following the completion of the Telegram teaching intervention, a mixed method approach was used that included two online surveys measuring different aspects of the same project (n=34 and n=32) and a focus group interview (n=6). Three research lenses suggested by Fraser (2008) were used to evaluate student perceptions of the usefulness and (dis)advantages of Telegram. These lenses were: (1) redistribution (of resources), (2) recognition (related to social status) and (3) representation (who can act/say/ challenge in an academic environment). Ethical clearance was obtained from Cape Peninsula University of Technology’s Ethics committee. Initial results indicate that using the Telegram app for teaching and learning was successful. Significantly, the app allows for the emergence of a socially just online classroom environment and an inclusive and enabling learning experience for the students during a very disruptive and fearful time in the world’s history."]
["Factors That Influence Instructors’ Integration of Social Media Platforms into Higher Education Pedagogy in Ghana",2020,"http://dx.doi.org/10.5296/jei.v6i2.17367","Ananga, P.","Journal of Educational Issues","Higher Education (HE) institutions have been exploring new approaches that will enable them to manage with the increasing demand of access to education. One key area is in the usage of new models, new innovations, and new ways of delivering the curriculum, connecting students with their instructors such as the use of Social Media (SM) in teaching. This paper examined the factors that influence instructors’ use of SM in Ghanaian HE pedagogy. The study employed the concurrent triangulation mixed method approach using questionnaire and semi-structured interview guide to obtain data from two hundred and thirty-five (235) instructors who were selected using the multistage sampling technique from the University of Education, Winneba (UEW) and the Ghana Technology University College (GTUC). The key findings point to the fact that instructors’ professional rank, intrinsic drive, functionality of SM platforms, user friendliness, motivation, ease of use of the SM platforms, access to internet connection and ease of communication in using the platforms were the factors that influenced instructors use of SM for teaching. The study concludes by indicating the implications of the findings for policy on the use of SM for delivering instruction in Ghana and recommends the need for HE authorities to come up with motivational packages that would encourage instructors to integrate SM into the pedagogy of HE in Ghana."]

{"sheet":"3 - Asia","index":16,"n_rows":37,"n_cols":6,"rows_kept":37,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q3: How can the viability and effectiveness of online and other forms of distance education be improved?\nRegion: Asia",null,null,"Total:",{"$f":"COUNTA(B3:B1016)","v":35},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Kepler Cohort 2014 Evaluation Endline Report",2015,"https://s3.amazonaws.com/www.kepler.org/Kepler+Year+Two+Endline+Report.pdf","IDinsight",null,"Kepler, a university program in Rwanda which launched in 2013, aims to develop a high quality, low-cost model of higher education. The program provides a blended learning model with Massive Open Online Courses (MOOCs)1 and in-person instruction with a focus on improving job market outcomes for students. IDinsight partnered with Kepler during the 2014-2015 academic year (‚ÄúYear 2‚Äù) to evaluate the impact of the Kepler program during their second year of operation relative to traditional Rwandan universities on students' Critical thinking: 0.53 SD (4.9 pp), as measured by the Watson-Glaser critical thinking test 2. Cognitive skills: English: 0.45 SD (9.0 pp), math: 0.14 SD (2.5 pp, not statistically significant), logic: 0.41 SD (7.9 pp) 3. English: Reading: 0.39 SD (5.8 pp), writing: 0.60 SD (2.8 pp), as measured by the International English Language Testing System (IELTS) reading and writing tests) 4. Computer literacy: 1.90 SD (26.5 pp), as measured by a test that included typing speed, web research, assessing website credibility, Microsoft Word, Microsoft Excel, and email As indicated by the standard effect sizes, all of the statistically significant results above are particularly large in magnitude: in education studies, effect sizes larger than 0.3 SD are considered large, while effect sizes larger than 0.5 SD are considered very large.4 Kepler and comparison students of both cohorts responded to survey questions on various aspects of their university experience. Survey findings related to preparation for the job market show that more Kepler students than comparison students are engaging in internships earlier on in their university education, and are receiving more feedback on their internships. While Kepler students perceive their university to be performing mostly at a similar level as comparison students, though less strong in reputation and importance of coursework, they feel that they have more personal connections they can use in finding jobs and are more confident in their likelihood to find jobs after graduation."]
["A Systematic Review of Mobile Learning Adoption in Higher Education: The African Perspective",2017,"https://researchrepository.murdoch.edu.au/id/eprint/56285/","Kaliisa, Rogers; Picard, Michelle","The Turkish Online Journal of Educational Technology","The spread and popularity of mobile devices has led to their increased application in higher education. While studies have reviewed mobile learning initiatives in different contexts, none has explored this subject in Africa. This systematic review collates and compares studies published between 2010 and 2016 on mobile learning in higher education in the African context to explore the application, impact and challenges of mobile technologysupported learning. Findings show that mobile learning within higher education institutions in Africa increased student and lecturer collaboration and, provide dinstant communication, increased student participation and engagement, facilitating authentic learning and reflective practice, as well as fostering learning communities. A change in the lecturers' approaches to teaching also occurred. The findings also indicate significant challenges in integrating mobile learning in higher education institutions within Africa: poor technological infrastructure, lack of access to modern mobile devices, lack of mobile learning pedagogical skills among lecturers, poor attitudes among students and lecturers, and incompatibility of mobile devices with the university online management systems. Policies to guide the implementation of mobile learning were also lacking. Large-scale studies assessing the effectiveness of mobile learning within African higher education institutions are lacking and existing studies lacked a theoretical framework. The review highlights enabling conditions for successful integration of mobile learning in African institutions addressing access, training, curriculum design, support and technical requirements. The absence of studies reporting on existing mobile learning projects reflects the limited penetration of this technology and associated pedagogies and a need to strengthen research in this emerging field."]
["Building Academic Staff Capacity to Support Online Learning in Developing Countries",2013,"https://olj.onlinelearningconsortium.org/index.php/olj/article/view/343","Krull, Greig; Mallinson, Brenda","Journal of Asynchronous Learning Networks","Higher Education Institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This has led to some HEIs introducing interactive web technologies to support their distance teaching and learning practices. However, academic staff at these institutions may struggle to provide sufficient support to online learners in part due to inadequate staff capacity in terms of familiarity with and use of online communication tools. This paper reports the practical experiences of building academic staff capacity within three southern Africa institutions, in order to initiate skills development and introduce foundational concepts in support of engaging online learners. The design of the course material is discussed and the experiences of the facilitators and participants are examined."]
["Strategic planning of higher education institutions in Africa: A case study of the University of Dar-es-Salaam",2010,"https://linkinghub.elsevier.com/retrieve/pii/S1877042810011948","Luhanga, Matthew","Procedia - Social and Behavioral Sciences","Socio-economic and political changes which swept through Africa in the 1980s had a major impact on African universities; including the University of Dar-es-Salaam. In response to these changes, the University of Dar-es-Salaam embarked on a self-controlled strategic planning exercise starting in 1989. The model adopted by the University of Dar-es-Salaam and the lessons learnt are summarized in this paper."]
["Students' Perceived Challenges in an Online Collaborative Learning Environment: A Case of Higher Learning Institutions in Nairobi, Kenya",2014,"http://www.irrodl.org/index.php/irrodl/article/view/1768","Muuro, Maina Elizaphan; Wagacha, Waiganjo Peter; Kihoro, John; Oboko, Robert","The International Review of Research in Open and Distributed Learning","Earlier forms of distance education were characterized by minimal social interaction like correspondence, television, video and radio. However, the World Wide Web (WWW) and online learning introduced the opportunity for much more social interaction, particularly among learners, and this has been further made possible through social media in Web 2.0. The increased availability of collaborative tools in Web 2.0 has made it possible to have online collaborative learning realized in Higher Learning Institutions (HLIs). However, learners can perceive the online collaborative learning process as challenging and they fail to utilize these collaborative tools effectively. Although a number of challenges have been mentioned in the literature, considerable diversity exists among countries due to diversity in infrastructure support for e-learning and learners' background. This motivated this study to investigate components of online collaborative learning perceived as challenging by learners in HLIs in Kenya. Using a questionnaire, a survey was conducted in two public universities and two private universities to identify students' perceived challenges in an online collaborative learning environment. Through purposive sampling the questionnaire was distributed to 210 students using e-mail and 183 students responded. Based on descriptive analysis the following five major challenges were rated as high: lack of feedback from instructors, lack of feedback from peers, lack of time to participate, slow internet connectivity, and low or no participation of other group members. There was also a relationship between the university type (private or public) with the perceived challenges which included: lack of feedback from the instructor (p=0.046) and work load not shared equally among group members (p=0.000). Apart from slow internet connectivity the rest of the challenges were in line with the observed challenges in the literature.These key challenges identified in this study should provide insight to educators on the areas of collaborative learning that should be improved in order to provide access to quality education that supports effective online collaborative learning in HLIs in Kenya."]
["Students' Awareness and their Use of African Virtual University Open Courseware: A Case of the Open University of Tanzania",2016,"https://www.researchgate.net/publication/301351427","Nyandara, Zamzam I.; Kigobe, Janeth E.","The Open University of Tanzania","This paper examined students' awareness, use and acceptance of the African Virtual University open courseware at the Open University of Tanzania. This explanatory study used qualitative and quantitative data collection and analysis using the framework of the Unified theory of acceptance and use of technology model. A total of 77 questionnaires were used to gather information from students within two regional centers namely, Mwanza and Dar es Salaam, followed by telephone interviews of participants who filled the questionnaires and willingly provided their mobile phone numbers for more communication. It was revealed that majority of students were not aware of the open courseware link at their university's website which implies that they were not using the platform. In addition, majority confirmed usage of printed materials rather than electronic materials as learning content. The study pointed out problems of high cost of internet, limited access to computers and information about open courseware as challenges to majority of students regarding the use of e-learning. This paper concluded that, instructors should orient learners on the existence, usefulness and usage of open courseware study materials as well as other e-learning platforms."]
["Promoting Distance Education in Higher Education in Cape Verde and Mozambique",2011,"https://www.tandfonline.com/doi/full/10.1080/01587919.2011.584845","Ramos, Fernando; Tajú, Gulamo; Canuto, Louisette","Distance Education","Over the past six years, the authors have been project leaders for three distance education initiatives in Cape Verde and Mozambique: ‚Ä¢ a blended learning master's degree in multimedia in education for faculty in Cape Verdean public higher education institutions (2005‚Äì2008) ‚Ä¢ a teacher training programme for 1375 elementary teachers provided through distance education in Cape Verde (2006‚Äì2008) ‚Ä¢ a blended-learning multimedia in education doctoral programme for staff, at the Centre for Distance Education, University Eduardo Mondlane, Mozambique (2008‚Äì11). This article describes the background to these projects, solutions adopted to meet the specific needs, capabilities, and constraints of the participants and institutions, and difficulties encountered. The project leaders reflect upon their experiences and the main lessons learned, while drawing conclusions that may be relevant to other higher education institutions in Africa and other developing countries embarking on planning and implementing distance education programmes and support units."]
["Enhanced Conceptual Understanding, 21st Century Skills and Learning Attitudes through an Open Inquiry Learning Model in Physics",2021,"http://dx.doi.org/10.3926/jotse.1004","Abaniel, A.","Journal of Technology and Science Education","The study is grounded in the fact that in Southeast Asia, there are few studies on the effects of authentic, inquiry-based learning, or instruction in the field of Science education. This study investigated the effects of the open inquiry learning model in Physics on the concept and 21st century skill attainment, and learning attitudes of grade 12 students of a state university in the Philippines. The study involved a pre-test-posttest experimental design using quantitative approaches. Normalized Hake gain was used to determine the effectiveness of the open inquiry learning model in enhancing the concept attainment of students. Non-parametric test, particularly, Wilcoxon signed ranks test, determined the significant difference between the pre and post-test scores. Net shift in pre-test and post-test scores in Colorado Learning Attitude about Science Survey (CLASS) identified a shift in the learning attitudes of students. The difference between the pre-test and post-test scores of students was found to be significant (Z=-3.927, p=0.000<0.05; Z=-3.387, p=0.001<0.05). Students achieved high Hake gain (0.82). There was also a positive shift in the learning attitudes of students. Thus, the open inquiry learning model is effective in improving the conceptual understanding, 21st century skills, and learning attitudes of students. Because of its positive effects on students’ holistic learning, further promotion of this learning pedagogy is needed, especially in the Philippines setting. A series of professional development programs anchored on this learning pedagogy may be launched to train teachers and pre-service teachers."]
["Pandemic Experiences of Distance Education Learners: Inherent Resilience and Implications",2021,"https://orcid.org/0000-0002-3261-4889","Bhaumik, R., & Priyadarshini, A.","Asian Journal of Distance Education","The COVID-19 outbreak in March 2020 affected the Indian education system quite adversely, almost bringing it to a standstill. Amid this crisis, the F2F education system adopted tools and technologies otherwise prevalent in distance education (DE). There is ample literature corroborating the widespread use of such tools by F2F education during the lockdown. However, there is a need to study how the existing distance education system in Asia and countries like India which uses printed selflearning materials, digital technology, and F2F counselling functioned during the same period. This study tries to identify the changes brought about in this system as a result of the COVID-19 pandemic. The purpose of this study was to find out the experiences of learners of a DE program, viz. M.A. in Distance Education (MADE) offered by the Indira Gandhi National Open University (IGNOU), New Delhi, India which introduced emergency online interventions during the pandemic. A mixed-method approach was used to elicit responses from the learners regarding their psychological state, teaching-learning transaction, learner support and autonomy, and the role of technology. An online questionnaire comprising 21 Likert-type items and 4 open-ended questions was used to collect responses from 57 participants. The study found a positive response to the use of online synchronous tools for counselling with most of the participants desirous of continuation of such interventions even after the pandemic. The majority reported non-interruption in their DE studies and felt confident of completing the program owing to the flexibility of the system. The study affirmed DE’s resilience to the effect of the pandemic upon its learners. The expectations from learners and institutions for enhanced use of online technology in the future raise a strong requirement for continuous professional development (CPD) of distance teachers. The findings hint toward further strengthening of DE in the country to increase the overall resilience of education."]
["A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education",2020,"http://dx.doi.org/10.5944/openpraxis.12.2.1071","Marín, V. I., Bond, M., Zawacki-Richter, O., Aydin, C. H., Bedenlier, S., Bozkurt, A., Conrad, D., Jung, I., Kondakci, Y., Prinsloo, P., Qayyum, A., Roberts, J., Sangrà, A., van Tryon, P. J. S., Veletsianos, G., & Xiao, J.","Open Praxis","This paper reports on the first stage of an international comparative study for the project \"Digital educational architectures: Open learning resources in distributed learning infrastructures-EduArc\", funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries' political structure organisation. The discussion and conclusion point at the importance of understanding each country's context and culture, in order to understand the differences between them, as well as the challenges they face."]
["Using Grounded Theory Approach for Examining the Problems Faced by Teachers Enrolled in a Distance Education Programme",2021,"http://doi.org/10.5944/openpraxis.13.2.128","Bose, S.","Open Praxis","This study investigated the problems faced by teachers enrolling in a distance teacher education programme offered by India’s Indira Gandhi National Open University (IGNOU). Instead of review of literature, the study began with the examination of learners’ complaints about various aspects of the programme. Analysis of data extracted from the complaints led to the hypothesis that the inability of the programme’s learner support to address nonacademic problems was affecting the capacity for distance learning. Interventions provided for strengthening the learner support, lessened complaints and confirmed the hypothesis. Thus using the grounded theory approach this study extracted from data, the impact of a weak learner support on distance learning. The study cautions that learner support remains crucial even when distance learners are professionals like teachers; a robust instructional design does not guarantee learner satisfaction if learner support remains weak; and alterations in learner support need to be tried out before incorporating them in programmes with high enrolment."]
["Developing Self-Regulated Learning Skills in University Students Studying in the Open and Distance Learning Environment Using the KWL Method",2020,"http://hdl.handle.net/11599/3261","De Silva, D. V. M.","Journal of Learning for Development","Open and Distance Learning (ODL) is considered an important strategy for increasing educational access. However, students learning in ODL environments face many challenges. Studies have indicated that students with self-regulated learning (SRL) skills are more likely to succeed in ODL environments. Studies have demonstrated that through instructional strategies, tutors can teach and help improve SRL skills. This development of SRL skills may lead to reduced drop-out rates. To examine the suitability of SRL skills development strategies, the researcher of this study utilised a KWL (What I Know, What I Want to Know, What I Learned) method in the ODL environment in Sri Lanka to help develop SRL skills in university students. This study adopted an action research approach, and twenty-four (24) Bachelor of Education students and three (03) educators at the Open University of Sri Lanka were the participants. Zimmerman & Moylan's (2009) self-regulated cycle of learning model was used for the intervention. A Motivated Strategies for Learning Questionnaire (MSLQ,1991) was administered to measure students' SRL skills. Observations, reflections, and focus group discussions were used to collect qualitative data. The study's findings indicated that the KWL method contributed to the improvement of selfregulated learning skills among student participants."]
["Transforming Universities in Interactive Digital Platform: Case of City University of Science and Information Technology",2021,"https://doi.org/10.1007/s10639-020-10237-w","Habib, M. N., Jamal, W., Khalil, U., & Khan, Z.","Education and Information Technologies","The purpose of this research was to understand the automation of Higher Education Institutes (HEIs), and to evaluate the automated process from the perspective of developing country. A single case study of City University of Science and Information Technology (CUSIT), Pakistan was selected as a unit of analysis. Mix methodology was used in this research. Semi-structured in-depth interviews were conducted from the top management as a primary source while secondary data regarding usage and functions of LMS was collected for the period of 2 years (four semesters Fall-2017–Spring 2019). Data from both sources was utilized, and triangulated for case building and analysis. It was found that CUSIT has a state-of-the-art automated infrastructure, management information system (MIS) and learning management system (LMS) which facilitates faculty, staff and administration. LMS provides an integrated and digital platform to key stakeholders particularly to the teachers for sharing course outlines, lesson plan, assignment generation and submission, announcements and generating assessment reports. Similarly, the student gets access to all course material, assignments, assessment report, notices, and other relevant information at any point of time. However, the system lacks some of the major E-learning features with limited support to the large file size, real time learning, online classes, real time feedback and query system etc. Furthermore, this study identified few seldomly used functions of automated system as well as few duplications and operational activities which requires consideration by the management. The case of CUSIT proves to be a practical case for all those universities who are facing challenges due to corona virus pandemic and are looking for a solution to continue education through distance learning and e-learning platforms. This study supports the automation of HEIs and provides lesson learned for the academia and management of HEIs by identification of success features as well as limitations of the system."]
["Technology Enhanced Learning Analytics Dashboard in Higher Education",2022,"https://doi.org/10.34190/ejel.20.2.2189","Jayashanka, R., Hettiarachchi, E., & Hewagamage, K. P.","Electronic Journal of E-Learning","During the COVID-19 pandemic period, all the Sri Lankan universities delivered lectures in fully online mode using Virtual Learning Environments. In fully online mode, students cannot track their performance level, their progress in the course, and their performances compared to the rest of the class. This paper presents research work conducted at the University of Colombo School of Computing (UCSC), Sri Lanka, to solve the above problems and facilitate students learning in fully online and blended learning environments using Learning Analytics. The research objective is to design and create a Technology Enhanced Learning Analytics (TELA) dashboard for improving students’ motivation, engagement, and grades. The Design Science research strategy was followed to achieve the objectives of the research. Initially, a literature survey was conducted analyzing features and limitations in current Learning Analytic dashboards. Then, current Learning Analytic plugins for Moodle were studied to identify their drawbacks. Two surveys with 136 undergraduate students and interviews with 12 lecturers were conducted to determine required features of the TELA system. The system was designed as a Moodle Plugin. Finally, an evaluation of the system was done with third-year undergraduate students of the UCSC. The results showed that the TELA dashboard can improve students' motivation, engagement, and grades. As a result of the system, students could track their current progress and performance compared to the peers, which helps to improve their motivation to engage more in the course. Also, the increased engagement in the course enhances the student’s self-confidence since the student can see continuous improvement of his/her progress and performance which in turn improves the student’s grades."]
["Forty Years of Distance Education: Challenges and Implications at the Open University of Sri Lanka",2020,"http://doi.org/10.5944/openpraxis.12.3.1122","Jayatilleke, B. G., & Kulasekera, G. U.","Open Praxis","Commencing its activities in 1980, the Open University of Sri Lanka (OUSL) has expanded over the years embracing emerging technologies periodically, undergoing a series of technological adoptions gradually through Generations of Distance Education (GDE). The aim of this study is to assess the current status of OUSL, based on Taylor’s conceptual framework of GDE, identify the challenges faced during these technological transformations, and how those challenges were mitigated during its forty years of existence as a single-mode national open and distance learning university in Sri Lanka. This study employs a qualitative research design based on reflective practices of the researchers, narrative accounts of past decision makers, reflections of academics and administrators, and cross-referenced with documentary evidences. The findings show how the OUSL has advanced towards the fifth GDE, amidst challenges and finally propose mitigation strategies that would be useful for future technological interventions."]
["The Role of Extra-Curricular Activities in Increasing Student Engagement",2021,"https://www.emerald.com/insight/2414-6994.htm","Munir, S., & Zaheer, M.","Asian Association of Open Universities Journal","Purpose The first objective of this study is to review the mechanism of conducting extra-curricular activities (ECAs) in the open and distance learning (ODL) setting. To achieve this objective, the procedure of ECAs at the Virtual University of Pakistan has been studied. The second objective of this study is to find the impact of ECAs on student engagement. Design/methodology/approach This is a cross-sectional quantitative study. The questionnaire has been used to collect the data. The purposive sampling technique has been used, while this study's sample size is 970. An independent sample t-test has been used to find the difference between the groups. Findings This study shows a significant difference between the engagement levels of students who have been part of any ECA at university compared to the students who never participated in any ECA. Research limitations/implications The results have been derived from the data gathered from one university only that might hinder the generalizability of the findings. The same study can be conducted in other ODL institutions to authenticate the findings. Practical implications This study will help in realizing the policymakers of ODL about the importance of ECCAs. This study has also discussed an existing system of conducting ECCAs in an ODL setting that can be generalized and implemented across all the ODL universities to enhance student engagement. Originality/value This study has highlighted the importance of ECAs in ODL institutions that have been neglected since forever. This study is novel because it has highlighted the importance of social interaction of students in ODL and its relation with student engagement that has not been highlighted by any study so far."]
["Strategy of Using ICT in ODL to Disseminate Higher Education in Tribal Communities: A Case of MP, India",2020,"https://www.emerald.com/insight/2414-6994.htm","Nayak, S. R., Kant, N., & Anjali, K.","Asian Association of Open Universities Journal","Purpose The purpose of this paper is to make an assessment of the challenges in disseminating higher education to the learners in tribal communities, and problems solving capacity of Open and Distance Learning (ODL) by strategically making use of Information and Communication Technology (ICT) taking a case of Madhya Pradesh (MP), which is the most tribal dominated state of India. The paper offers valuable insight in to the usage of ICT as a strategy for the ODL system presenting an account of how it can be utilized effectively to disseminate higher education in tribal communities. Design/methodology/approach Exploratory and descriptive techniques were utilized in this paper adopting the research strategy of case study in terms of the strategic potentialities of ICT in disseminating higher education in tribal communities by ODL using it as a strategy for their empowerment and development. Findings The findings of the paper reveal that dissemination of higher education in tribal areas is a challenging task especially due to their socioeconomic conditions and ethno cultural settings in addition to numerous infrastructural and access related issues. In view of the need of integrating education with the Indigenous perspectives, ICT can be used as an effective strategy by ODL for disseminating higher education amongst learners in those communities by reaching out to them. Practical implications This paper concludes that ICT can help ODL immensely in developing countries such as India strategically in reaching the tribal learners surpassing financial and geographical constraints with a learner centric approach increasing the capacity, quality and cost effectiveness of education system bringing the concept of strategy to center stage, at a time when ICT has fundamentally changed the strategies of different sectors including education with the unprecedented growth in its use. Originality/value This paper concludes that ICT has fundamentally changed the strategies of different sectors including higher education with the unprecedented growth in its use. It also concludes that Indian higher educational sector faced with multitude of challenges is not insulated from the effect of ICT, and its emancipatory and transformative potentials in higher education can play a major substantive role by extending support to meet the increasing higher educational needs of the tribal communities by sufficiently embedding it so that their greater contributions to the Sustainable Development Goals (SDGs) can be ensured."]
["Use of Word Clouds for Task Based Assessment in Asynchronous E-Language Learning",2021,"http://www.mextesol.net/journal/public/files/98aa5b20f00b44c62c9b1210cf526c2b.pdf","Perveen, A.","MEXTESOL Journal"]
["Implementing Blended First Year Chemistry in a Developing Country Using Online Resources",2022,"http://dx.doi.org/10.24059/olj.v26i1.2508","Reyes, C. T., Kyne, S. H., Lawrie, G. A., & Thompson, C. D.","Online Learning","Decades of rapid development in information and communication technologies (ICTs) have resulted in tremendous global evolution in computer and online instruction. Many developing countries, however, are still struggling to successfully integrate ICTs in their teaching and learning practices, subsequently leading to slower rates of adapting digital learning pedagogies. To understand how blended instruction might operate in higher education in a developing country, this study explored students’ perspectives on the implementation of blended learning in a first-year chemistry program delivered in the Philippines. Through the resource-based learning framework, multiple types of online learning resources were employed for blended delivery of topics on periodic trends, chemical bonding, Lewis structures, molecular shape and polarity through the learning management system, Moodle. To understand the students’ experiences, a mixed methods approach was employed through a survey, focus groups, and learning analytics. Despite the scarcity of technological resources (such as access to a reliable internet connection) 57.5% of 447 student respondents favoured blended learning because of the flexibility, wider access to different types of interactive learning resources, variety of learning activities, and perceived increase in learning productivity. While the majority of respondents (75.7%) had ICT skills sufficient for education, much fewer had access to computers (19.7%). 40.0% of students self-reported that they preferred a traditional mode of instruction primarily due to the perceived difficulty of chemistry as subject matter and the students’ perceived need for a physically-present teacher to explain concepts face-to-face and to respond to questions that would arise anytime during the learning period."]
["Blended Learning Acceptance: A Systematic Review of Information Systems Models",2022,"https://doi.org/10.1007/s10758-021-09519-0","Al-Maroof, R., Al-Qaysi, N., Salloum, S. A., & Al-Emran, M.","Technology, Knowledge and Learning","Examining the blended learning (b-learning) acceptance is not a new research topic, and it has been tackled by many scholars. Nevertheless, the analysis of information systems (IS) models that are used to study the acceptance of b-learning is regarded as a topic of great importance. To examine these models and afford scholars a holistic view of this research trend, we should be aware of the forefront IS models adopted in this research trend. To that end, the current systematic review analyzed a total of 64 studies published between 2006 and 2018. The key research findings revealed that the technology acceptance model (TAM) was regarded as the predominant model in predicting the individuals’ intention to adopt b-learning. Additionally, e-learning was found to be the most effective tool used to manage b-learning classrooms. Besides, investigating the students’ adoption or acceptance of b-learning along with its underpinned technologies represents the main research purpose addressed among the majority of the analyzed studies. Furthermore, most of the collected studies were conducted in Malaysia, Taiwan, and Turkey, respectively. Moreover, university students were found to be the main respondents in terms of data collection in most of the analyzed studies. These results are expected to immensely provide a better understanding of b-learning research on one hand, and the use of IS models on the other hand."]
["A Managerial Perspective on Institutions’ Administration Readiness to Diffuse Blended Learning in Higher Education: Concept and Evidence",2020,"https://doi.org/10.1080/15391523.2019.1675203","Bokolo, A., Kamaludin, A., Romli, A., Mat Raffei, A. F., A/L Eh Phon, D. N., Abdullah, A., Leong Ming, G., A. Shukor, N., Shukri Nordin, M., & Baba, S.","Journal of Research on Technology in Education","There has been rapid development in Blended Learning (BL) diffusion and prior studies mainly focused on issues related to students and lecturers in improving teaching and learning outcomes, but very few studies focused on institution’s readiness and diffusion issues. Thus, there is need for institutional-based research to guide universities, colleges, and polytechnics to strategically diffuse BL. Accordingly, this study develops a model to investigate the variables and associated factors that influence institutions' administration readiness to diffuse BL initiatives based on Diffusion of Innovation (DoI) theory and institutional BL adoption framework that comprises of mature implementation stage of BL. Quantitative research approach was employed and data was collected using online survey questionnaire from 223 e-learning administrators/managers in Malaysia universities, colleges, and polytechnics. Next, Partial Least Square-Structural Equation Modeling (PLS-SEM) technique was employed for data analysis. Results indicate that institutional structure, resource support, technology infrastructure, management strategies, and ethical considerations are key variables that positively predict administration readiness to diffuse BL initiatives in higher education. Additional results from Importance Performance Map Analysis (IPMA) in PLS-SEM suggest that institutional structure has the strongest effect on administrators’ readiness to diffuse BL and is also the most important variable that influences BL diffusion in institutions. Theoretically, findings from this study provide insights on how institutions’ administration perception and acceptance of BL approach can be enhanced. Practically, the developed model can be employed as a readiness tool to assess institutions current state in implementing BL environment and further provides a road map for future improvement."]
["Document Delivery and OER Sharing Services Assessment in an ODL Library in Malaysia",2019,"https://files.eric.ed.gov/fulltext/EJ1303616.pdf","Chew, B. L.","Asian Journal of Distance Education","The rapid evolution of the Internet, technological innovation and increased flow of information (information overload) has modernized academic libraries and it is difficult to keep up with the virtual delivery of scholarly information. It is to be relevant within this digital economy ecosystem, improvement as change is vital. The purpose of this paper is to show case two case studies carried out in a private open distance learning (ODL) University's library in Malaysia. The first case study refers to how the integration of EBSCO Discovery Service (EDS) federated search engine widget into the Moodle virtual learning environment (VLE) has significantly provided wider access to library learning resources and improved the document delivery services provided by the library. The second case study relating to the developing two open access repositories on open educational resources (ROER) using a Japanese open source system, WEKO can support collaboration on resource sharing across the university and other academic libraries. On the first case study, the author co-worked with the Moodle system's stakeholder from the Educational Technology and Publishing Unit to integrate the EDS widget into the university's virtual learning environment platform as another library learning spaces for users to retrieve and request learning resources. As for the second case study referring to building ROERs, a pull to push design approach strategy was used whereby metadata of scholarly open access materials were harvested using an Open Archives Initiatives Protocol for Metadata Harvesting (OAI-PMH) method into another open knowledge platform (WEKO) for discovery by other users. Library leverages digital solutions to improve and facilitate customer requests, delivery and sharing of information. This approach coincides with the University's quality philosophy of delivering the right and sustainable scholarly information. Document delivery and resource sharing services of OERs are inter-related for libraries through the use of new technologies and information supply techniques. It has also increased inter-department cooperation and local-international libraries. This paper provides value addition to the library personnel in advancing knowledge dissemination and building institutional repositories services as the sharing and preservation of knowledge."]
["Online Health Education Program to Prevent Tobacco Use for Student Teachers during COVID-19 Pandemic in Thailand: Design, Challenges, and Outcomes",2022,"https://doi.org/10.5539/hes.v12n2p155","Chirasatienpon, T., Jitanan, M., Ketkosan, N., Polsorn, K., Kongart, C., & Sakulthaew, C.","Higher Education Studies","This study developed an online health education program by applying the Health Belief Model with social support to prevent tobacco use by student teachers and evaluated the effectiveness of the program during the COVID-19 pandemic in Thailand. This involved mixed method research divided into 2 phases, with phase 1 combining an online focus group discussion (n=8) and a literature review to develop an online health education program to prevent tobacco use, while phase 2 involved evaluating the effectiveness of the program. Phase 2 used a randomized pretest-posttest control group design consisting of an intervention group (n=30) and a control group (n=30) selected by simple random sampling for both groups from student teachers in academic years 1–5 in the Faculty of Education, Kasetsart University, Bangkok, Thailand. The result from phase 1 for the proposed program for the intervention group involved 8 weeks of online activities, including exercise, meditation, music, games and lectures by experts in public health, health education, and experiences shared by ex-smokers. Leaflets were provided to all participants in both the intervention and control groups. The results from phase 2 showed significant differences in knowledge (p < 0.000; p < 0.007), attitude (p < 0.000; p < 0.034) and risk behavior to tobacco use (p < 0.004; p < 0.025) for both the intervention and control groups at 8 weeks post-intervention compared to pre-intervention, respectively. The program could support, guidance, and contributions of the many individuals and organizations that have been involved in the online process."]
["Face-to-Face Tutorial, Learning Management System and WhatsApp Group: How Digital Immigrants Interact and Engage in E-Learning? Malaysian Online Journal of Educational Technology, 8(1), 18–35",2020,"http://dx.doi.org/10.17220/mojet.2020.01.002","Kee, C. L.","The Malaysian Online Journal of Educational Technology","The advancement of educational technology enables universities to provide various online courses to fit the needs of different learners. However, the question is – how do adult learners learn in this digital age, especially for those who had learned and developed their digital skills through experience and by self-exploring at their workplace? As such, a case study in Malaysia was conducted to examine learning experiences exhibited by middle-aged learners, also known as digital immigrants, in an e-learning environment. Fourteen new students from the first semester of a first-year programme in a private university, with ages ranging from 40– 55 years, participated in the study. Face-to-face interviews were conducted and observations were performed in Learning Management System (LMS) and WhatsApp groups for a semester. This study has pointed out that the digital immigrants require human-to-human interaction in elearning. The forming of virtual groups using the WhatsApp application is also very important to digital immigrants. Conclusively, blended learning mode in the e-learning environment which still allows interaction between humans is still the best choice for these digital immigrants, while technology is an alternative tool for the learners to complete their studies."]
["Challenges and Benefits of Blended Learning in Higher Education",2019,"https://files.eric.ed.gov/fulltext/EJ1264247.pdf","Namyssova, G., Tussupbekova, G., Helmer, J., Malone, K., Afzal, M., & Jonbekova, D.","International Journal of Technology in Education","This exploratory study researched the effectiveness of a graduate level blended learning course on the development of teachers, and educational leaders in Kazakhstan studying a Master‟s of Science in Educational Leadership at Nazarbayev University Graduate School of Education (NUGSE). All of the student participants in this course were invited to participate in a survey and an interview. The findings include an analysis of the pedagogical practices which promote educational leadership skills among students via blended learning courses as well as the challenges both faculty and students faced during this course. Finally, the paper makes recommendations for policy and practice in relation to enhancing effectiveness of blended learning courses in higher education. It may be of particular interest to schools in the early stages of implementing blended learning"]
["Online Aviation Learning Experience during the COVID-19 Pandemic in Hong Kong and Mainland China",2022,"https://doi.org/10.1111/bjet.13185","Ng, D. T. K.","British Journal of Educational Technology","The COVID-19 pandemic has triggered an unexpected digital revolution, speeding up universities' digital transformation worldwide. It has brought heavy disruptions to travel and mobility worldwide, but it drives the opportunity for hosting region-wide or even international academic exchanges through learning programs, workshops, and conferences via an alternative online mode. This study reports on a case study of a 1-month online aviation learning program that engaged 108 university students from Mainland China and Hong Kong during the lockdown. At first, we first recruited students in Hong Kong; however, the program registration was unsatisfactory. This could be attributed to the students' perceived future aviation career prospects and readiness of emergent remote teaching during the pandemic. In the program, we designed an alternative blended learning approach to attract students to sustain their aviation learning. First, we transformed the activities from face-to-face (F2F) to online settings using digital technologies including flight simulation and virtual visits in a web-conferencing environment. Second, we extended the reach of the event and attracted a larger audience in the neighbouring regions in Mainland China. It turned out that we could successfully recruit 108 students from 20 cities. In the end, students' interviews and motivational surveys indicated that this online learning experience could effectively enhance students' knowledge and motivational gain. Since the government has relaxed the policy of homeschooling, we organised two F2F meetings for students in Hong Kong to connect them together. This blended mode of teaching favoured the students in Hong Kong who showed a greater motivation than those in Mainland China. Furthermore, follow-up interviews for teachers revealed how they invest in new technological equipment and knowledge to support the radical changes. Overall, the virtual event eliminates geographical barriers which successfully motivate a larger audience and gain some online collaboration between universities. This article offered useful evidence for engineering educators to reflect on online informal learning, lab settings and academic exchanges, and motivate more students to revitalise aviation education and industry."]
["Evaluation of Students’ Views on Teaching the Subject of Migration through Distance Education in Kazakhstan Geography Course",2022,"https://doi.org/10.18844/wjet.v14i1.6260","Nurbol, U., Shakhislam, L., Kulyash, K., Bakhadurkhan, A., Sholpan, K., & Kairat, Z.","World Journal on Educational Technology","The aim of this study is to determine the important and methodological aspect of examining the population migration patterns of distance education and university students' geography course. 420 university students who continue their education in Kazakhstan participated in the research in the spring term of 2020-2021. Scanning method was used in the research. In the research, a measurement tool called the general opinion measurement tool for the geography lesson, which was developed by the researchers and collected by taking expert opinion in the field of geography, was used. In the research, a 4-week online seminar was organized to increase the views of university students about the geography lesson, and training was given over Microsoft Teams, the interview form was collected with electronic forms after the seminar. The collected data were analyzed using spss program. According to the results of the study, it was concluded that university students' inclination to geography course is higher than male students, university students are familiar with the system for 1-3 years, their inclination to distance education systems is high and population migration patterns are learned well with this system."]
["Open Educational Resources and Practices in China: A Systematic Literature Review",2019,"https://doi.org/10.3390/su11184867","Tlili, A., Huang, R., Chang, T.-W., Nascimbeni, F., & Burgos, D.","Sustainability","The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader open education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to adopt open education and its related strategies following the MIT OpenCourseWare conference in Beijing in 2003. This study conducts a systematic literature review to investigate the current state of the art of OER and OEP in China. The findings show that several governmental, organizational, and institutional initiatives have been launched to facilitate OER adoption in China. They also show that while several OEPs have been implemented, there is still a continuous need to work on these practices and further investigate their impacts on learning outcomes and behaviors, as no current reviewed study has done so. Finally, a generic framework of OER and OEP challenges is presented along with recommendations to further enhance the adoption of OER and OEP in China."]
["Trend of Distance Education Research in the COVID-19 Period: A Bibliometric and Content Analysis",2021,"http://doi.org/10.31681/jetol.922682","Yavuz, M., Kayali, B., & Tutal, Ö.","Journal of Educational Technology and Online Learning","The study aims to reveal the studies' profile for distance education activities in the COVID-19 period. For this purpose, bibliometric analysis and content analysis were used together in the study. Within the scope of the study, 220 studies were selected in the Web of Science database to access the articles. Within the scope of bibliometric analysis, the most used keywords, the most cited journals, the most publishing journals, the most publishing countries and the most cited authors were analyzed with the VOSViewer program. In content analysis, methodological trends (method, sample size, data collection tool, data analysis type) used in the studies were examined. As a result of the research, the most publications were made in the last quarter of 2020, 16% of the studies were single-author and the quantitative research method was the most preferred (40%), the sample was mostly university students (n=78). It was observed that it was clustered between 0-100 intervals, the most frequently used questionnaire (n=105) as the data collection tool, and the descriptive-quantitative analysis method (40%) was used as the data analysis method. Also, the most publications are made in America and China, the most used keywords are \"COVID-19\", \"online education\" and \"distance education\", the most cited authors are Chen, Cong, Peng and Yang, and finally It has been observed that the highly cited journal has Sustainability."]
["Medical Students’ Perceptions and Performance in an Online Regional Anatomy Course during the COVID-19 Pandemic",2022,"http://doi.org/10.1002/ase.2208","Zhang, J.-F., Zilundu, P. L. M., Fu, R., Zheng, X.-F., Zhou, L.-H., & Guo, G.-Q.","Anatomical Sciences Education","The present study evaluated the students' psychological well-being, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials were delivered virtually to 120 undergraduate medical students at Jinan University, China. All the students consented and voluntarily participated in this study by completing self-administered online questionnaires including the Zung's Self-Rating Anxiety and Depression Scales at the beginning and end of the learning session. A subset participated in focus group discussions. Most of the students (90.0%) positively evaluated the current distance learning model. More than 80% were satisfied with the content arrangement and coverage. Many students preferred virtual lectures (68.2%) and videos showing dissections (70.6%) during the distance learning sessions. However, writing laboratory reports and case-based learning were the least preferred modes of learning as they were only preferred by 23.2% and 14.1% of the students, respectively. There was no significant lockdown-related anxiety or depression reported by students using depression and anxiety scales as well as feedback from focus group discussions. The surveyed students' confidence scores in distance learning were significantly higher after 5 weeks than at the beginning of the session (3.05 ± 0.83 vs. 3.70 ± 0.71, P < 0.05). Furthermore, the present results showed no significant differences between the current group's academic performance in the unit tests as well as the final overall evaluation for different parts of the course compared to that of the previous year's cohort. The findings above were congruent with focus group discussion data that the use of the online teaching platform for regional anatomy significantly improved the students' confidence in virtual and self-directed learning and did not negatively affect their academic performance."]
["Impact of Quality Antecedents on Satisfaction toward MOOC",2021,"http://dx.doi.org/10.17718/tojde.906843","Albelbisi, N. A., Al-Adwan, A. S., & Habibi, A.","Turkish Online Journal of Distance Education","Literature emphasized the importance of quality antecedents on the successful implementation of MOOCs. However, rare studies are available on how to examine the quality antecedents in the MOOC context. Thus, the objective of this study is to assess the impact of quality antecedents on satisfaction toward MOOC. This study is mainly quantitative, adopted the D&M IS Success Model to examine the relationships between quality antecedents (i.e. system quality, information quality, service quality) and satisfaction toward MOOC. An online survey method was used to collect data from 1000 undergraduate students from five universities in Malaysia; 622 questionnaires were returned for a response rate of 62.2 percent. The questionnaire comprised of two parts. Part1 collected the demographic data, part2 elicited data related to satisfaction and quality antecedents. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. The results partially supported the effect of the quality antecedents on learner satisfaction toward MOOC. There was full support for the relationship between system quality and learner satisfaction toward MOOC. The findings provided by the study have significant practical and theoretical implications about the implementation of MOOC successfully."]
["Systematic Review of a Nationwide MOOC Initiative in Malaysian Higher Education System",2020,"http://dx.doi.org/10.34190/EJEL.20.18.4.002","Albelbisi, N. A., & Yusop, F. D.","Electronic Journal of E-Learning","The purpose of this study is to analyze and synthesize the recent research related to nationwide MOOC initiatives in Malaysian higher education that have been published from 2014 to 2018 in order to gain an overview of the growth of MOOC in Malaysia and to identify the issues facing implementation of nationwide MOOC initiatives in the Malaysian higher education context. This study utilized a descriptive systematic literature review (SLR) approach using systematic content analysis techniques to compile and analyze publications related to nationwide MOOC initiatives in the Malaysian higher education system. The 25 MOOC studies reviewed are categorized into three sections: Malaysia MOOC, followed by a summary of researches relevant to Malaysia MOOC and finally, issues of the nationwide MOOC implementation in Malaysia. Several recommendations are provided to expand MOOC's nationwide initiative in Malaysian higher education systems. The significance of the paper is twofold: (a) to inform researchers, designers, and teachers, about the state of the art of nationwide MOOC initiative in Malaysia; (b) to provide suggestions for adapting the nationwide MOOC initiative in Malaysian higher education system and other countries sharing similar interests in institutionalizing their MOOC."]
["Self-Study with the Educational Technology “Tell Me More”: What EFL Learners Do",2019,"http://dx.doi.org/10.5944/openpraxis.11.1.881","Gyamf, G., Sukseemuang, P., Tantiwich, K., & Kaewkong, P.","Open Praxis","This study investigated 350 English as a foreign language (EFL) undergraduate students’ use of Tell Me More (TMM), a language learning technology, for self-study in a university in the south of Thailand. Two questions guided the study: 1) What were learners’ self-study practices with the TMM program? 2) How did learners’ self-study practices enhance or undermine the purpose of using the TMM program? Self-report questionnaire with subscales from Students Approaches to Learning and a semi-structured focused group interview were used to investigate the participants’ practices, effort and persistence on the TMM. The findings indicated that the learners multitasked to compensate for the lack of support from instructors and for assessment purposes, sometimes left the program on to count the time. The findings on the time of use suggested that self-study practices do not depend only on learners’ attitude or features of the learning environment but also goals set by instructors. Additionally, the findings showed that learners made moderate effort of use and were inconsistent in their self-study practices. The findings shed new light on what accounts for the effective use of educational technologies and how practices could be improved. This study would guide developers of online learning curriculums and educators on learning goals and assessment types to be incorporated in online self-study programs."]
["Triple-Blend of Classroom Instruction, Online Facilitation and External Exposure: Outcomes and Challenges",2022,"https://doi.org/10.1177/09504222211030855","Wong, T. A., & Cheah, W. C.","Industry and Higher Education","This study examines the practice, outcomes and challenges of a “triple-blend” approach which combines the components of classroom instruction, online facilitation and external exposure. Examining this pedagogical approach provides guidance for improving the delivery of teaching and learning. The study takes a multiple case study approach, employing action research methodology. The authors are practicing lecturers and the five cases, drawn from a private institution of higher education in Penang, Malaysia, have an average of 13.8 students, comprise undergraduate and postgraduate classes, and cover business, social science and humanities disciplines. Quantitative and qualitative comparisons are made between student cohorts. Students’ behavior and performance are tracked using an online learning management system. The findings reveal that the deployment of the triple-blend approach on aggregate produces positive outcomes in terms of student engagement and performance. However, there are instances of negative outcomes, suggesting that other factors are at play apart from the choice of pedagogical approach. Discussion of the challenges in deploying this approach shows that the process is far from homogenous. Nonetheless, the overall perspective indicates a positive relationship between the triple-blend approach and positive teaching and learning outcomes. This study provides guidance for teachers on deployment challenges and best practices."]
["Evaluating the Impact of Technological Tools on the Academic Performance of English Language Learners at Tertiary Level: A Pilot Investigation",2022,"https://doi.org/10.47750/pegegog.12.01.28","Asif, M., Sheeraz, M., & Sacco, S. J.","Pegem Journal of Education and Instruction","The current investigation aimed to explore how and to what extent technology tools and web-delivered language learning platformsimpact the academic performance of English language learners(ELLs) at the tertiary level. The study used a quantitative experimental research method employing a single-group pre-test and post-test design. A total of N=525 undergraduate computer science students partook in this research. The participants enrolled in their first semester at the Faculty of Information Technology in a private sector university in Lahore, Pakistan, were selected using a simple random sampling technique. The data were gathered in two phases: a pre-test was administered in the first week, and a post-test was conducted in the sixteenth week. The Reading Comprehension and Use of English assessments adapted from ETS TOEIC – a credible instrument in terms of validity and reliability – were used for this purpose. The investigators applied frequency analysis in the form of percentages to get various descriptive statistics. They utilised Spearman’srank-ordered correlation and Kruskal-Wallis H tests to verify the findings of the descriptive statistics, address the research question and respond to the statistical hypotheses. Despite diverse linguistic and technological barriers, the results revealed a positive impact of technology tools on ELLs’ academic performance. The study proposed that taking undergraduates from other disciplines and exploring other variables affecting ELLs’ performance and confidence need further consideration."]

{"sheet":"3 - E&E","index":17,"n_rows":5,"n_cols":6,"rows_kept":5,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q3: How can the viability and effectiveness of online and other forms of distance education be improved?\nRegion: Europe and Eurasia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":3},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Effect of Blended Learning Environment on Transfer of Learning: An Experimental Study",2013,"http://doi.wiley.com/10.1111/jcal.12009","Demirer, V.; Sahin, I.","Journal of Computer Assisted Learning","The main purpose of the study is to investigate the effect of the blended learning and face-to-face learning on students' academic achievements and transfer of learning. The first aim of the study is to analyse the students' academic achievements to determine the change of theoretical knowledge in terms of the instructional method applied in this study. However, students' performances during the learning process are not always a good indicator. Therefore, the second aim of the study is to examine transferring students' theoretical knowledge to their educational multimedia projects. For this purpose, 14 weeks of pre- and post-test experimental study is designed. The study is administered through an educational technology course in which students learn how to develop educational multimedia materials. The participants are undergraduate pre-service teachers; they are assigned randomly to the experimental and control group. While the experimental group has both online and classroom sessions, the control group has only face-to-face classroom sessions. Although there is no significant difference between the groups in terms of academic achievement, the students in the blended group are more successful in transferring their knowledge to their projects than the ones in the face-to-face group. In conclusion, the results show that the blended learning approach has a positive effect on the transfer of learning."]
["Officers’ Foreign Language Training in Educational and Information Environment of the Higher Military Educational Institution",2022,"https://doi.org/10.1002/rev3.3317","Osodlo, V., Rakhmanov, V., Krykun, V., Tarasenko, N., & Aristarkhova, M.","Review of Education"]
["“#3CityLink”: Disrupting Learning through a Translocal Art Pedagogy Exchange Project",2019,"https://doi.org/10.1111/jade.12193","Wimpenny, K., Knowles, R. V., Ramsay, C., & Speculand, J.","International Journal of Art & Design Education","#3CityLink involved fine arts researchers, artists and students in three cities: Regina, Canada; Coventry, UK; and Gyumri, Armenia. The project presented a platform for translocal creative interactions using online screen-based media and on-the-ground dialogues. Artists and students investigated the concerns of their locale, questioning the role of the artist in building narratives, revealing lost histories and imagining the future of where they live. Using descriptive case study design, the findings present the opportunities for enriching the student learning experience through challenging habitual approaches to art production, through alternative approaches to digital pedagogy in art education. Students’ artwork took on new dimensions beyond what they could have produced working in relative isolation in a university-only studio setting. Students were encouraged to pursue and persist in online learning spaces whilst also taking responsibility for organising their own learning and that of others. Nonetheless, using visual technology and social media for connected, artistic, co-investigation needs further refinement to engage learners, and enhance the quality of visual presence and its potential in open education."]

{"sheet":"3 - LAC","index":18,"n_rows":9,"n_cols":6,"rows_kept":9,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q3: How can the viability and effectiveness of online and other forms of distance education be improved?\nRegion: Latin America and the Caribbean",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":7},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Analysis of Distance Education Business Models in Brazilian Private Higher Education Institutions",2020,"http://dergipark.org.tr/tr/doi/10.17718/tojde.727981","Britto, Lidiane Campos; Crispim, Sergio Feliciano","Turkish Online Journal of Distance Education","This article is based on a research whose objective was to create and analyze the undergraduate business model taxonomy in Distance Education (DE) modality at private Higher Education Institutions in Brazil. As methodological procedure, a survey was conducted from August to November 2017, with 43 Brazilian institutions and a cluster analysis. The analysis resulted in the formation of two to three groups (clusters) in each of the nine business model building blocks explored in the literature review, in a total of 24 groups. From these groupings and the analysis of each group characteristics, their taxonomic classifications were created, that is, the main objective of this work. Two distinct and recurrent business models in distance education were also identified and analyzed, based on the 43 surveyed institutions study."]
["Characterizing UNAM's Open Education System Using the OOFAT Model",2019,"http://www.irrodl.org/index.php/irrodl/article/view/4108","Cervantes-Perez, Francisco; Vadillo, Guadalupe; Bucio, Jackeline; Herrera, Alma","The International Review of Research in Open and Distributed Learning","Mexico's national university (UNAM) is a public mega university with a 46-year history in open education. This article presents an analysis based on the open, online, flexible provision of technology-enhanced higher education (OOFAT) model, developed by Orr and his colleagues (2018). The aim of this analysis was to characterize UNAM's open and distance education system in terms of openness, flexibility, and its business model, in three distinct time periods. According to this analysis, the system has evolved in all areas, and at present has a content-focused approach in terms of flexibility and openness, which differs from the OOFAT at the center approach that is desired. The study also characterized the UNAM system's business model as a prospector-like approach, which highlights the possibilities for instilling innovation through the schools that comprise this system. The analysis allowed for mapping the current situation and thus sheds light on defining the steps necessary for creating an integrally open system."]
["Impact of a Remote Lab on Teaching Practices and Student Learning",2018,"https://doi.org/10.1016/j.compedu.2018.07.012","Viegas, Clara; Pavani, Ana; Lima, Natércia; Marques, Arcelina; Pozzo, Isabel; Dobboletta, Elsa; Atencia, Vanessa; Barreto, Daniel; Calliari, Felipe; Fidalgo, André; Lima, Delberis; Temporão, Guilherme; Alves, Gustavo","Computers & Education","Remote Laboratories have become part of current teaching and learning, particularly in engineering. Their potential to aid students beyond their hands-on lab classes has been a matter of discussion in literature. Teachers and researchers are aware that the thorough analysis of both strengths and shortcomings of remote labs in didactical implementations may not only lead to the improvement of these resources but also of the pedagogical implications in engineering classes. The present study was carried out in a Higher Education Institution in Brazil in two different courses during three consecutive semesters where a remote lab (VISIR) addressing electric and electronic topics was implemented, yielding 471 students' academic results and opinions. These students' results (while using VISIR) cross-analysed with the course characteristics, reveal some factors teachers may tackle to foster student learning and motivation. The conclusions point to the need for VISIR interface modernization and showed it is more useful in basic courses than in more advanced ones, when dealing with classic lab experiments. Results also show that teachers' involvement plus their ability to brief students on VISIR's usefulness have a significant influence not only on students' performance but also on their perception of learning and satisfaction with the tool. In the analysed cases, the students with more learning needs seemed to be the ones who could benefit more from VISIR."]
["Monitoring Student Performance through an Agile Project-Based Assessment Strategy for Distance Higher Education",2021,"https://doi.org/10.4018/IJDET.286739","Guadelupe, S. R., Freitas, D. P., De Carvalho, P. V. R., & Jatobá, A.","International Journal of Distance Education Technologies","This article presents an observational qualitative study regarding the use of agile methodologies in implementing project-based student assessment procedures in higher education courses. The study comprised 32 students enrolled in an online biology class in a public university in Rio de Janeiro, Brazil. Students underwent two types of activities: first using traditional project-based learning, second using an agile approach based on the EduScum methodology. Results demonstrated that the agile methodology enforced student engagement, especially collaboration aspects. Interactions between students and teachers became more acute and straightforward. Moreover, it became easier for teachers to monitor students' performance throughout the course. This study provides highlights to enable schools to improve students' assessment procedures in distance education courses."]
["A MOOC on Universal Design for Learning Designed Based on the UDL Paradigm",2019,"https://doi.org/10.14742/ajet.5532","Nieves, L. H., Moya, E. C., & Soldado, R. M.","Australasian Journal of Educational Technology","This article presents the design and pilot of an open online course, based on the principle of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive virtual education as an improvement transferable to other contexts. The course constitutes the first massive open online course (MOOC) training proposal of the University of Atlántico in Colombia. In this case study, we employed the instructional design methodology of analysis, design, development, implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines. The design of this online training activity enhances the quality of inclusive virtual education, improves accessibility with no need for platform adjustments, and involves participants in their learning. This educational initiative complements the academic offer for students, graduates, administrators, teachers, and external guests, and contributes to the democratisation of education. The result is the creation of a MOOC, “Inclusive Educational Contexts: Design for all”, which is accessible to a diverse range of learners."]
["Promoting EFL Learner Autonomy in a Teacher-Centered Culture through Video-Sharing and Collaborating in Online Forums",2019,"http://dx.doi.org/10.5294/laclil.2019.12.1.5","Edwards, R., Holguín-Barrera, M. D., Ortiz, A. C., & Pérez, M.","Latin American Journal of Content and Language Integrated Learning","This action research was undertaken at a university language center in Ambato, Ecuador, as a result of concerns over the high level of teacher dependence among learners of English as a Second Language (EFL). The project aimed at assessing the development of autonomous learning behavior and the motivational impact of student collaboration on encouraging a change in student behavior toward autonomy. The participating students were 154 EFL students of lower advanced levels who engaged in a 5-week intervention addressed at encouraging autonomous listening comprehension practice through videos. Participants used the Moodle® platform to share videos with peers of the same level, who were also able to post comments on the content of the videos. Quantitative and qualitative parameters were used to assess the achievement of two objectives: the extent of the development of autonomous behavior; and the extent of the motivational impact of student collaboration on encouraging autonomous behavior. Analysis of participation showed development of student autonomy when measured against three of the four parameters used. Analysis of feedback showed the platform-based collaborative learning strategy had a significant impact on student motivation and engagement during the intervention. Feedback included the recommendation to extend and improve the intervention, while complementing it with a medium to allow greater interaction in real time."]
["Impact of Organizational Factors on University Learning Management System Use: A Case Study in Mexico",2019,"https://www.proquest.com/docview/2217834010","Bedolla Cordero, J. M. E.",null,"Organizations' leaders invest annually billions of dollars around the world in ICT/IS-related assets, for which long-term benefits depend mainly on user adoption and continued use. Higher education organizations whose employees have low levels of IS usage do not maximize ICT investments. The purpose of this qualitative single case explanatory research study was to explore organizational factors that might encourage or hinder adoption and use of LMS functions at full capacity in a nonprofit tertiary education institution in Mexico. The target population was managers who oversee LMS operations and policies and full-time personnel who use the system. Research data were collected using semi-structured interviews containing open-ended questions. This study might be beneficial for organizational leaders interested in the ICT/IS management field of knowledge because the following contributions: (a) paradoxically, low usage might be a result of sophisticated IT skills of personnel capable of finding and adopting IS application substitutes to cover actual needs, (b) the integration of open tools and online social networks to the current working dynamics and environments, more than workforce deficiencies in IT skills, might also cause IS/ICT underuse, and (c) the collaborative use of IS/ICT tools tends to increase when decided by consensus. Opportunities for future research included changes in senior users' profiles and behaviors, and the exploration of the consequences of applying different styles of leadership (transformational, laissez-faire, authoritarian/hierarchical) to technological substitution and innovation processes in organizations that require constant adaptation to the changes imposed by the global business environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]"]

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["Q3: How can the viability and effectiveness of online and other forms of distance education be improved?\nRegion: Middle East",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":2},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Comparing Student Achievement in Traditional Learning with a Combination of Blended and Flipped Learning",2020,"https://onlinelibrary.wiley.com/doi/abs/10.1002/nop2.492","Halasa, Suhaila; Abusalim, Nimer; Rayyan, Mohammad; Constantino, Rose E.; Nassar, Omayah; Amre, Huda; Sharab, Moayad; Qadri, Insirah","Nursing Open","Aim: The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course. Design: A quasi-experimental study. Method: Students were split into an experimental blended learning with a flipped classroom design group and a control group using the traditional, teacher-centred learning method. Data were collected during spring 2018 (13.3 weeks) and student's grades for the registered course and their grade point average (GPA) were recorded. Results: Findings showed statistically significant increases in student grades in the experimental group. Predictability calculations also showed better achievement of learning outcomes if a blended learning with a flipped classroom design is continued to be used in the future."]
["An Empirical Investigation of the Antecedents of Learner-Centered Outcome Measures in MOOCs",2019,"https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-019-0144-3","Rabin, Eyal; Kalman, Yoram M.; Kalz, Marco","International Journal of Educational Technology in Higher Education","This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. Previous studies used success criteria from formal education contexts placing retention and completion rates as the ultimate outcome measures. We argue that the suggested learner-centered outcomes are more appropriate for measuring success in non-formal lifelong learning settings because they are focused on the learner's intentions, rather than the intentions of the course developer. The behavioural measures of 125 MOOC participants who answered a pre- and a post-questionnaire were harvested. The analysis revealed that learner satisfaction was directly affected by: the importance of the MOOC's benefits; online self-regulated learning - goal setting; number of video lectures accessed; and, perceived course usability. Age and the number of quizzes accessed indirectly effected learner satisfaction, through perceived course usability and through number of video lectures accessed. Intention-fulfillment was directly affected by: gender; the importance of the MOOC's benefits; online self-regulated learning - goal setting; the number of quizzes accessed; the duration of participation; and, perceived course usability. Previous experience with MOOCs and the importance of MOOC's benefits, indirectly affected intention-fulfillment through the number of quizzes accessed and perceived course usability."]

{"sheet":"3 - Global","index":20,"n_rows":22,"n_cols":6,"rows_kept":22,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q3: How can the viability and effectiveness of online and other forms of distance education be improved?\nRegion: Global",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":20},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["A Systematic Review of the Critical Factors for Success of Mobile Learning in Higher Education (University Students' Perspective)",2015,"http://journals.sagepub.com/doi/10.1177/0735633115571928","Alrasheedi, Muasaad; Capretz, Luiz Fernando; Raza, Arif","Journal of Educational Computing Research","The phenomenon of the use of a mobile learning (m-Learning) platform in educational institutions is slowly gaining momentum. However, the enthusiasm with which mobile phones have been welcomed into every aspect of our lives is not yet apparent in the educational sector. To understand the reason, it is important to understand user expectations of the system. This article documents a systematic review of existing studies to find the success factors for effective m-Learning. Our systematic review collates results from 30 studies conducted in 17 countries, where 13 critical success factors were found to strongly impact m-Learning implementation. Using these results within the framework of the diffusion of innovation model for innovation adoption and the critical success factors together help us see what aspects of the innovation decision process are the likely causes of the reduced take-up of m-Learning by university students."]
["Student Experiences of Participating in Five Collaborative Blended Learning Courses in Africa and Asia: A Survey",2016,"https://www.tandfonline.com/doi/full/10.3402/gha.v9.28145","Atkins, Salla; Yan, Weirong; Meragia, Elnta; Mahomed, Hassan; Rosales-Klintz, Senia; Skinner, Donald; Zwarenstein, Merrick","Global Health Action","Background: As blended learning (BL; a combination of face-to-face and e-learning methods) becomes more commonplace, it is important to assess whether students find it useful for their studies. ARCADE HSSR and ARCADE RSDH (African Regional Capacity Development for Health Systems and Services Research; Asian Regional Capacity Development for Research on Social Determinants of Health) were unique capacity-building projects, focusing on developing BL in Africa and Asia on issues related to global health. Objective: We aimed to evaluate the student experience of participating in any of five ARCADE BL courses implemented collaboratively at institutions from Africa, Asia, and Europe. Design: A post-course student survey with 118 students was conducted. The data were collected using email or through an e-learning platform. Data were analysed with SAS, using bivariate and multiple logistic regression. We focused on the associations between various demographic and experience variables and student-reported overall perceptions of the courses. Results: In total, 82 students responded to the survey. In bivariate logistic regression, the course a student took [p=0.0067, odds ratio (OR)=0.192; 95{\\%} confidence interval (CI): 0.058-0.633], male gender of student (p=0.0474, OR=0.255; 95{\\%} CI: 0.066-0.985), not experiencing technical problems (p{\\textless}0.001, OR=17.286; 95{\\%}CI: 4.629-64.554), and reporting the discussion forumas adequate for student needs (p=0.0036,OR=0.165; 95{\\%}CI: 0.049-0.555) were found to be associatedwith a more positive perception of BL, asmeasured by student rating of the overall helpfulness of the e-learning component to their studies. In contrast, perceiving the assessment as adequate was associated with a worse perception of overall usefulness. In a multiple regression, the course, experiencing no technical problems, and perceiving the discussion as adequate remained significantly associated with a more positively rated perception of the usefulness of the online component of the blended courses. Discussion: The results suggest that lack of technical problems and functioning discussion forums are of importance during BL courses focusing on global health-related topics. Through paying attention to these aspects, global health education could be provided using BL approaches to student satisfaction."]
["A Meta-Analysis of Blended Learning and Technology Use in Higher Education: From the General to the Applied",2014,"https://link.springer.com/article/10.1007%2Fs12528-013-9077-3","Bernard, Robert M.; Borokhovski, Eugene; Schmid, Richard F.; Tamim, Rana M.; Abrami, Philip C.","Journal of Computing in Higher Education","This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative studies of BL and classroom instruction (CI) from a larger systematic review of technology integration (Schmid et al. in Comput Educ 72:271-291, 2014). In addition, the methodology of meta-analysis is described and illustrated by examples from the current study. The paper begins with a summary of the experimental research on distance education (DE) and online learning (OL), encapsulated in meta-analyses that have been conducted since 1990. Then it introduces the Bernard et al. (Rev Educ Res 74(3):379-439, 2009) meta-analysis, which attempted to alter the DE research culture of always comparing DE/OL with CI by examining three forms of interaction treatments (i.e., student-student, student-teacher, student-content) within DE, using the theoretical framework of Moore (Am J Distance Educ 3(2):1-6, 1989) and Anderson (Rev Res Open Distance Learn 4(2):9-14, 2003). The rest of the paper revolves around the general steps and procedures (Cooper in Research synthesis and meta-analysis: a step-by-step approach, 4th edn, SAGE, Los Angeles, CA, 2010) involved in conducting a meta-analysis. This section is included to provide researchers with an overview of precisely how meta-analyses can be used to respond to more nuanced questions that speak to underlying theory and inform practice-in other words, not just answers to the big questions.\" In this instance we know that technology has an overall positive impact on learning."]
["MOOCs, Graduate Skills Gaps, and Employability: A Qualitative Systematic Review of the Literature",2016,"http://www.irrodl.org/index.php/irrodl/article/view/2675","Calonge, David Santandreu; Shah, Mariam Aman","The International Review of Research in Open and Distributed Learning","The increasing costs of higher education (HE), growing numbers of flexible anytime, anywhere learners, and the prevalence of technology as a means to up-skill in a competitive job market, have brought to light a rising concern faced by graduate students and potential graduate employers. Specifically, there is a mismatch of useful skills obtained by students through HE institutions which is evident upon graduation. Faced with this dilemma, ‚Äúgraduate students,‚Äù or more specifically newly graduated students, with a with bachelor's degree, and a growing number of employers are turning to Massive Open Online Courses, or MOOCs, as a complimentary mechanism through which this skills gap may be bridged. It is found in the literature that MOOCs are often discussed within the capacity of their development, their retention rates, institutional policies regarding their implementation, and other such related areas. Examinations into their broader uses, benefits, and potential pitfalls have been limited to date. Therefore, this paper aims to analyse the literature highlighting the use of MOOCs as a means to reduce the mismatch in graduate skills. As such, this literature analysis reviews the following relevant areas: higher education and graduate skills gap, today's graduates and employability, and MOOCs and graduate skills. Through analysing the literature in these areas, this paper identifies gaps in the existing literature."]
["Using Collaborative Course Development to Achieve Online Course Quality Standards",2010,"http://www.irrodl.org/index.php/irrodl/article/view/912","Chao, Ining Tracy; Saj, Tami; Hamilton, Doug","The International Review of Research in Open and Distributed Learning","The issue of quality is becoming front and centre as online distance education moves into the mainstream of higher education. Many believe collaborative course development is the best way to design quality online courses. This research uses a case study approach to probe into the collaborative course development process and the implementation of quality standards at a Canadian university. Four cases are presented to discuss the effects of the faculty member/instructional designer relationship on course quality, as well as the issues surrounding the use of quality standards as a development tool. Findings from the study indicate that the extent of collaboration depends on the degree of course development and revision required, the nature of the established relationship between the faculty member and designer, and the level of experience of the faculty member. Recommendations for the effective use of quality standards using collaborative development processes are provided."]
["Online Education Platforms Scale College STEM Instruction with Equivalent Learning Outcomes at Lower Cost",2020,"https://advances.sciencemag.org/lookup/doi/10.1126/sciadv.aay5324","Chirikov, Igor; Semenova, Tatiana; Maloshonok, Natalia; Bettinger, Eric; Kizilcec, René F.","Science Advances","Meeting global demand for growing the science, technology, engineering, and mathematics (STEM) workforce requires solutions for the shortage of qualified instructors. We propose and evaluate a model for scaling up affordable access to effective STEM education through national online education platforms. These platforms allow resource-constrained higher education institutions to adopt online courses produced by the country's top universities and departments. A multisite randomized controlled trial tested this model with fully online and blended instruction modalities in Russia's online education platform. We find that online and blended instruction produce similar student learning outcomes as traditional in-person instruction at substantially lower costs. Adopting this model at scale reduces faculty compensation costs that can fund increases in STEM enrollment."]
["Universal Instructional Design Principles for Mobile Learning",2011,"http://www.irrodl.org/index.php/irrodl/article/view/965","Elias, Tanya","The International Review of Research in Open and Distributed Learning","The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular relevance for distance education are selected, and their recommendations are discussed in relation to the design of educational materials for a range of mobile devices. The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology."]
["Exclusively Synchronous Online (VIRI) Learning: The Impact on Student Performance and Engagement Outcomes",2019,"http://journals.sagepub.com/doi/10.1177/0273475318818864","Francescucci, Anthony; Rohani, Laila","Journal of Marketing Education","There are growing trends in postsecondary education that emphasize the importance of online and technology-enabled learning. This study aims to investigate whether the use of virtual, interactive, real-time, instructor-led (VIRI) online learning can deliver the same student performance and engagement outcomes as a face-to-face (F2F) course. The data consist of 698 participants taught in eight sections, over two semesters, with two different instructors. An analysis of variance was used to compare the differences for both student performance and engagement outcomes. The findings show that a synchronous course delivered using VIRI classroom technology has the same level of student performance outcomes as F2F learning. This study suggests that VIRI technology is an effective synchronous learning environment."]
["Closing the achievement gap in a large introductory course by balancing reduced In-person contact with increased course structure",2019,"https://www.lifescied.org/doi/10.1187/cbe.18-08-0153","Gavassa, Sat; Benabentos, Rocio; Kravec, Marcy; Collins, Timothy; Eddy, Sarah","CBE‚ÄîLife Sciences Education","Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100{\\%} online) and a hybrid-and-flipped course (50{\\%} online 50{\\%} face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced."]
["Higher Education for Refugees in Low Resource Environments: Research Study",2016,"https://www.jigsawconsult.com/stories/15-higher-education-for-refugees","Gladwell, C.; Hollow, D.; Robinson, A.; Norman, B.; Bowerman, E.; Mitchell, J.; Floremont, F.; Hutchinson, P.","Jigsaw Consult","The research study provides an in-depth perspective on camp-based and urban programmes, based on extensive fieldwork. This included eight field visits to 15 refugee higher education programmes, in-person interviews with 303 refugee students, outcome stars with 119 students, and interviews (both in-person and distance-based) with 138 programme staff and sector experts. The analysis of the research study is structured around five thematic areas: accessibility and participation, academia and organisational structure, technology, pedagogy, and impact and future. Key learning points are provided for each of these themes, alongside overall lessons for the sector and 'good practice principles' to guide effective programme implementation. The research seeks to prioritise the voices of refugee students throughout. We hope that these reports provide a useful contribution to all those working in the sector. The research was conducted in partnership with Refugee Support Network and was generously funded by an anonymous foundation."]
["Effects of Implementing a Hybrid Wet Lab and Online Module Lab Curriculum into a General Chemistry Course: Impacts on Student Performance and Engagement with the Chemistry Triplet",2018,"https://pubs.acs.org/doi/10.1021/acs.jchemed.7b00642","Irby, Stefan M.; Borda, Emily J.; Haupt, Justin","Journal of Chemical Education","Here, we describe the implementation a hybrid general chemistry teaching laboratory curriculum that replaces a portion of a course's traditional wet lab\" experiences with online virtual lab modules. These modules intentionally utilize representations on all three levels of the chemistry triplet - macroscopic, submicroscopic, and symbolic. The implementation of this curriculum allowed an opportunity to evaluate this new course structure. First student performance was assessed based on pre- and post-assessments. Second, dialogue from students working through the traditional and module versions of one lab was analyzed for how each format encouraged students to engage with the chemistry triplet. Data suggest both formats led to positive learning gains."]
["Changing the TVET Paradigm: New Models for Lifelong Learning",2019,"https://www.tandfonline.com/doi/full/10.1080/14480220.2019.1629722","Kanwar, Asha; Balasubramanian, K.; Carr, Alexis","International Journal of Training Research","The digital revolution is rapidly transforming the world of work and the skills profiles of many occupations. The pace of change necessitates continuous skilling and reskilling, through lifelong learning. Traditional models of TVET which view formal training as terminal will not prepare workers for the constantly evolving world of work in an age of technological transformations. This paper argues for the need to integrate informal and non-formal learning in TVET systems and address the pedagogical implications of this integration. Research on emerging innovative approaches to TVET in both developed and developing country contexts is reviewed, with a special focus on new models for work-based and community-based learning, which can promote transformative, lifelong learning. The actual and potential role of technology within these models is highlighted, together with recommendations for policy and practice."]
["MOOCs and OER in the Global South: Problems and Potential",2018,"http://www.irrodl.org/index.php/irrodl/article/view/3742","King, Monty; Pegrum, Mark; Forsey, Martin","The International Review of Research in Open and Distributed Learning","This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online learning technologies in Southern contexts, we identify five interrelated themes emerging from the literature: 1) access to the Internet; 2) participant literacies; 3) online pedagogies; 4) the context of content; and 5) the flow of knowledge between North and South. The significance of Southern voice and participation is addressed in the final section, which concludes that on balance, the literature offers a qualified endorsement of the potential and actualities of MOOCs and OER in the global South. The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South."]
["Using ICTs and Blended Learning in Transforming TVET",2017,"https://unesdoc.unesco.org/ark:/48223/pf0000247495","Latchem, Colin",null,"The Education for All initiative concluded in 2015, but in many countries, and particularly in the developing countries, secondary education is still the preserve of the privileged few. This means that millions of adults and young people are denied the opportunity to complete their basic education, which in turns sees them trapped in a pattern of low-skilled, low-income work. How can they gain the knowledge and skills necessary to improve both their lives and their employment opportunities? This book draws on the expertise and experience of 15 experts who examine the potential of technical and vocational education and training (TVET) to bring education to those who might otherwise be unable to access it. It discusses ways in which information and communication technology‚Äìbased (ICT-based) methodologies can contribute to the transformation and expansion of TVET programmes and courses. Drawing on nine case studies, it provides insight into ‚Äî and lessons learned from ‚Äî different applications of ICTs in TVET around the globe, examines issues of cost and approaches to planning for successful and sustainable applications of ICTs and offers recommendations for the international organisations, governments, policy makers, managers and staff responsible for TVET. This book should prove to be a valuable asset for both practising and potential TVET providers. Using ICTs and Blended Learning in Transforming TVET is co-published by COL and UNESCO as part of COL's Perspectives Series on Open and Distance Learning."]
["Blended Learning in Computing Education: It's Here but Does It Work?",2020,"http://link.springer.com/10.1007/s10639-019-09920-4","Monk, Ellen F.; Guidry, Kevin R.; Pusecker, Kathleen Langan; Ilvento, Thomas W.","Education and Information Technologies","Blended learning, a combination of face-to-face and computer-assisted pedagogy, is gaining acceptance at universities as an alternative learning experience. Modern technology has given faculty new ways to incorporate active learning and increase student engagement in their courses. Although the broad history of technology-enhanced coursework has demonstrated that student learning is usually very comparable to what occurs in traditional coursework, recent studies focusing specifically on blended learning in totally redesigned classes report positive results. Were those positive results due to the online blending or to the redesign of the class? To answer this question and other limitations and challenges in past studies, the authors present their unique research that measures learning in a blended undergraduate management information systems course where identical classes were compared, one being all face-to-face and one being one-third online. By varying only course modality, this research answers the question of whether blended learning is a superior learning environment in an undergraduate MIS class, a second-level MIS class covering ERP, business processes, databases, advanced spreadsheets, and data analytics. Collecting both quantitative and qualitative data, the authors use a critical realism lens to create a mechanism for learning. Quantitative data, analyzed by multiple regression models and qualitative data, analyzed by content analysis lead to the outcome that learning is comparable to traditional coursework, grade-wise, but students prefer face-to-face class time. It also reveals that self-regulatory skills are evident, confirming that blended learning can aid in the construction of learning."]
["AECT Instructional Design Standards for Distance Learning",2018,"http://link.springer.com/10.1007/s11528-018-0282-9","Piña, Anthony A.","TechTrends","AECT's Vision Statement states, BWe seek to be the premier international organization in educational technology, the orga- nization to which others refer for research and best practices{\\^{}} (AECT 2018). The fall 2017 publication of the AECT Instructional Design Standards for Distance Learning (Pi{\\~{n}}a 2017) is a watershed event for our Association and a leap forward in achieving the vision. The article discusses AECT standards/instructional design standards for distance learning."]
["Students with Disabilities and Online Learning: A Cross-Institutional Study of Perceived Satisfaction with Accessibility Compliance and Services",2011,"http://dx.doi.org/10.1016/j.iheduc.2011.05.004","Roberts, Jodi B.; Crittenden, Laura A.; Crittenden, Jason C.","The Internet and Higher Education","Distance education has grown significantly over the past two decades, and the need to evaluate and enforce online course federal accessibility standards is gaining momentum among educators, students, and legislators. The purpose of this study was to determine if students with disabilities, who are enrolled in online courses, certifications, and degree programs, are satisfied with their respective institutions' accessibility and compliance services and with their ability to be academically successful in an online learning environment. The results of the study indicated that students with a disability perceive their disability to have a negative impact on their ability to succeed in online courses; however, the majority reported that their requests for accommodations were met. Recommendations on how institutions can take steps toward meeting all accessibility standards without sacrificing rigor and dynamic online course design are provided."]
["Virtual Mobility as an Inclusion Strategy in Higher Education: Research on Distance Education Master Degrees in Europe, Latin America and Asia",2014,"http://journals.sagepub.com/doi/10.2304/rcie.2014.9.2.165","Ruiz-Corbella, Marta; Álvarez-González, Beatriz","Research in Comparative and International Education","Mobility of higher education students is one of the main indicators of competitiveness among universities, and a key aspect for quality in education. Colleges with virtual and distance methodologies include student mobility programmes. Within this context, the Active Projects (Erasmus MUNDUS Programme, EC: Net-Active and Active-Asia) compare and evaluate the feasibility of Virtual Mobility programmes for students in distance learning courses at institutions in Europe, Latin America and central Asia. The methodological information, organisation and content of 256 master's degrees offered in distance learning programmes at universities from the three regions were analysed. This article presents and discusses the main results, particularly convergences and divergences among these regions, the issues affecting online and distance higher education, focusing on the development and delivery of postgraduate studies (MSc courses) and, especially, the possibilities of inter-institutional collaboration through Virtual Mobility. One of the main conclusions is that in order to advance towards internationalisation, higher education study plans should offer master's degrees comparable, understandable and consistent with other academic offerings. This article is the result of research conducted over six years by a team of scholars and experts from Europe, Latin America and central Asia."]
["Barriers and Enablers to Adoption and Diffusion of eLearning",2014,"https://www.emerald.com/insight/content/doi/10.1108/ET-11-2012-0123/full/html","Singh, Gurmak; Hardaker, Glenn","Education + Training","Purpose: The purpose of this paper is to identify and examine the antecedents that enable or constrain the adoption and diffusion of eLearning in higher education (HE). The key focus of the study is on the examination of how the organisation's diffusion structures, systems or processes influence the individual adoption of eLearning. The findings from this literature review contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Design/methodology/approach: An extensive search of the literature was conducted. The selected references were analysed into a number of categories; macro-level studies examining HE context of eLearning, micro-level studies focusing on individual and social factors and articles focusing on management issues of adoption and diffusion of technological innovations. Finally, over 300 articles were used to compile the findings of this paper. Findings: The paper argues that future research studies should not model the adoption and diffusion of eLearning based primarily on either an individualist (Micro) or structuralist (Macro) perspective, but by using a more interactive approach to examine the complexity and multiple levels and dimensions of social reality. Research limitations/implications: A significant exclusion and one which clearly calls for further research, is the aspect of institutional structures such as library systems, virtual learning environments, administrative support systems and other technical systems such as enrolment, registration, assessment and students, with respect to the adoption of eLearning. Future studies may want to explore the interplay between these structures and agency. Practical implications: The study findings contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Considering the slow and often disappointing adoption of eLearning within higher education institutions (HEIs), the study reveals the nature of adoption that may inform the development of institutional eLearning diffusion structures. Social implications: The paper identifies that the importance of individual factors influencing the adoption of eLearning has been acknowledged by the above studies, and the underlying message has emerged that levels of eLearning adoption would be higher if strategic managers recognised the social dimensions of eLearning innovation and diffusion, such as: academic and professional goals, interests and needs; technology interests; patterns of work; sources of support; and social networks. The argument is that currently eLearning is geared towards technically literate\" and innovative staff and this strategy reduces the likelihood of mainstream faculty actually adopting instructional technology for their own teaching. Originality/value: A review of the eLearning literature shows that there only a few substantive theoretical accounts which adequately integrate multiple levels of analysis and explain adoption and diffusion of eLearning in terms of the interplay between structural influences and individual action. The paper argues for future research to be integrated in a general analytical framework.\""]
["Unbundling Faculty Roles in Online Distance Education Programs",2010,"http://www.irrodl.org/index.php/irrodl/article/view/798","Tucker, Jan; Neely, Patricia","The International Review of Research in Open and Distributed Learning","Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment. Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration that is often overlooked. As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role."]

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["Q4: How can skills or competencies (e.g., technical and soft skills) for employability best be identified, analyzed, and incorporated into curricula, teaching, and learning?\nRegion: Africa",null,null,"Total:",{"$f":"COUNTA(B3:B998)","v":25},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Skills at Scale: Transferable Skills in Secondary and Vocational Education in Africa",2017,"https://mastercardfdn.org/research/skills-at-scale/","African Institute for Development Policy","Mastercard Foundation","Our newest report, Skills at Scale: Transferable Skills in Secondary and Vocational Education in Africa, examines how Africa's growing population of youth offers an incredible resource for socioeconomic transformation and growth. Governments of many African countries are bringing transferable skills training (such as financial literacy, communication, teamwork and problem-solving) into their formal education systems to enhance the job-readiness of their young people. This in-depth, case study examination was commissioned by the Foundation and undertaken by the African Institute for Development Policy to look at how the integration of transferable skills training was done in Rwanda, Kenya, and Nigeria. Youth represent an energetic and resourceful demographic that, with the right education and skills, will be a force contributing to productive economies in Africa. Currently, there are approximately 220 million youth in Africa between the ages of 15 and 35. An estimated 11 million young people will enter the job market every year over the next decade. It is critical that secondary, vocational and tertiary institutions prepare students for the workplace and/or for self-employment. Transferable skills are highly valued by employers and enhance an individual's ability to earn a living. Transferable skills have been shown to be correlated with improved outcomes in school, life, and work, yet until recently have not been integrated within formal educations systems on the continent. The report offers insights and lessons for governments, implementers, donors, and education experts, as similar efforts are undertaken in other countries and regions. We hope this report will contribute to the broader dialogue on practical approaches to increasing the relevance of education, and for supporting youth in their transitions to sustainable livelihoods. Presents three cases, one TVET in Kenya. They used a 9-step basic employability skills training model based on the BEST model. Reached approximately 15,000 youth. At the end 75{\\%} were placed in jobs and 8{\\%} started businesses or were self-employed."]
["Skills Development and Youth Employability In West Africa: Observations on the state of TVET and good practices from Senegal, Ghana, Ivory Coast, and Nigeria",2020,"http://www.adeanet.org/en/knowledge-and-resources/skills-development-youth-employability-west-africa-senegal-ghana-ivory-coast","Busson, Svenia","Association for the Development of Education in Africa","Many Sub-saharan African countries are facing huge challenges in creating relevant education and employment opportunities for their young and fast growing population. Demand for jobs outpace growth in job opportunities. While many of the jobs available are in technical and Ô¨Åelds, Technical and Vocational Education and Training (TVET) is generally not leveraged effectively for a range of reasons - including lack of legislative and political support from the state, outdated curricula, insufÔ¨Åcient public-private partnerships and undesirable perception of TVET among the public. However, even in the face of these challenges, there are a number of successful initiatives operating in TVET. Recommendations to improve the state of TVET in this part of the world could be to recognize and support formal as well as informal TVET paths in order to improve its image. Also, the private sector could play a huge role by becoming more engaged in TVET through offering more internships, apprenticeships etc. Last but not least, it seems important to cultivate an entrepreneurial mindset in the African youth, to move from job search to job creation. This report provides an overview on the state of TVET in West Africa (focusing on Senegal, Nigeria, Ghana and Ivory Coast) and highlights examples of successful models and good practices from the ground."]
["Harnessing the potential of hospitality and tourism for young people's employment",2018,"https://mastercardfdn.org/wp-content/uploads/2018/08/MCF14003-Youth-Think-Tank-2018-Report-vFA-AODA.pdf","Mastercard Foundation","Mastercard Foundation","With over one billion young people set to enter the global labour market over the next decade, the opportunity for the largest youth generation in history to reshape economies is upon us. With this opportunity comes an urgency to find solutions that unleash the agency of young people to build their confidence, amplify their voices, and ensure they have the skills needed for work. To date, however, how to support young people in leading economic change has remained unclear for employers and policymakers alike. All too often, this is because young people are not engaged as experts who are capable of not only answering these key questions, but also adding unique value and perspectives that decision-makers may lack. This youth-led research into the hospitality and tourism sector highlights the voices of young people who were interviewed by their peers regarding the challenges and opportunities presented by the sector. All too often, the perspectives and voices of young people are absent when this sector is examined. This research attempts to fill this gap by elevating these voices. Findings: 1) Youth leadership can promote the hospitality and tourism sector; 2) Youth people must co-lead initiatives to broaden access to training and jobs; 3) Employers must invest in youth employee's growth to support sector stability; 4) Governments must engage with young people and deliver their priorities for employment; 5) With confidence and support, young people will take control of their own career paths; 5) Governments must prioritize youth engagement and sector development"]
["Knowledge creation and human capital for development: The role of graduate entrepreneurship",2011,"www.emeraldinsight.com/0040-0912.htm","Mitra, Jay; Abubakar, Y. A.; Sagagi, M.","Education and Training","Purpose: Tackling structural and emergent problems in the labour market, valorising skilled human capital (HC) for opportunity creation, economic development and growth, are some of the key drivers for graduate entrepreneurship. This paper aims to examine developments in Africa, focusing on the significance of improving human capital through graduate entrepreneurship to meet the Millennium Development Goals (MDGs) in Nigeria. Design/methodology/approach: Based on a unique Education Partnerships in Africa (EPA) project the paper adopts a conceptual and exploratory approach to understand the institutional, cultural and economic dimensions of change and the specific role of graduate entrepreneurship education and training in enabling productive outcomes, using an illustrative case study of the project to develop the arguments. Findings: Knowledge creation lies at the heart of entrepreneurship development in developing economies such as Nigeria. Knowledge creation (KC) for entrepreneurship (E) is based on human capital (HC) development. In circumstances of uneven growth in developing economies HC development is the only constant. Harnessing HC for entrepreneurship can be based on three sets of propositions derived from an examination of the relationship between KC, HC and E, which locate graduate entrepreneurship's role within a holistic, institutional framework. Originality/value: The paper's originality lies in the development of a model for promoting and evaluating a holistic approach to graduate entrepreneurship in developing countries based on the targeting of MDGs. It offers new insights into the role of graduate entrepreneurship in economic and social development."]
["Issues and Challenges of Curriculum Reform to Competency-Based Curricula in Africa: A Meta-Synthesis",2017,"http://doi.wiley.com/10.1111/nhs.12316","Muraraneza, Claudine; Mtshali, Ntombifikile Gloria; Mukamana, Donatilla","Nursing and Health Sciences","Although in recent decades reforms to undergraduate nursing and midwifery education have increasingly been guided by the concept of competency-based curriculum in a drive to produce competent graduates in the African context, the topic remains poorly researched in-depth. The related issues and challenges need to be explored in the interest of evidence-based practice. This article stems from a systematic review of qualitative literature on the design and implementation of competency-based curriculum. Data was inductively analyzed using constant comparison. The two categories that emerged were: (i) the need for a paradigm shift to competency-based curriculum; and (ii) the associated issues and challenges, such as a shift from informative to transformative learning, lack or limited of involvement of key stakeholders in curriculum development, focus on hospital-oriented education, lack of preparation of educators, and inappropriate resources. While ongoing reform of nursing and midwifery education continues, much still needs to be done ‚Äì in particular, extensive financial investment to increase the capacity of educators, mentors and infrastructure, and the development of collaborative frameworks between nursing and midwifery and higher educational councils."]
["Tackling Youth Unemployment: Evidence from a Labor Market Experiment in Uganda",2020,"https://pedl.cepr.org/publications/tackling-youth-unemployment-evidence-labor-market-experiment-uganda","Rasul, Imran; Bandiera, Oriana; Alfonsi, Livia; Burgess, Robin; Bassi, Vittorio; Vitali, Anna; Sulaiman, Munshi","Econometrica: Journal of the Econometric Society","We design a labour market experiment to compare demand-side and supply-side policies to tackle youth unemployment, a key issue in low-income countries. The experiment tracks 1700 workers and 1500 firms over four years to contrast the effects of offering workers vocational training (VT) to offering firms wage subsidies to train workers on-the-job (FT). Both treatments lead to skill accumulation but whilst VT workers learn sector-specific skills, FT workers learn more firm-specific skills. This is associated with higher employment rates for each type of worker but the effect is 50{\\%} larger for VT (21{\\%} vs 14{\\%}) and their total earnings increase by more (34{\\%} vs 20{\\%}). Structurally estimating a job ladder model reveals the mechanisms: VT workers receive higher rates of unemployment-to-job offers and higher rates of job-to-job offers. This greater labour market mobility stems from the certifiability and transferability of their skills, and causes the wage pro{\\ldots}les of VT workers to diverge away from FT workers. Evidence from the firm-side of the experiment complements these findings: we find that some of the higher returns to VT are driven by workers matching to higher productivity firms. Our evidence shows both {\\ldots}rms and workers are constrained in this setting and that subsidies to either side of the labour market would increase workers' employment and earnings. However, VT workers are better o¬§ than FT workers as the greater certifiability and transferability of their skills allows them to climb the job ladder more quickly."]
["Lessons Learnt from Two Decades of Graduate Tracer Research: Recommendations for the South African Context",2019,"https://www.journals.ac.za/index.php/sajhe/article/view/2628","Senekal, J.; Munro, N.","South African Journal of Higher Education","Graduate tracer studies may be an appropriate research method for responding to various problems in the South African higher education context, including difficulties associated with higher education transformation and graduate employability. However, there is little context-relevant literature on the implementation of the various methodologies that may be used, and no assessment of the relevance of these methods for the South African context. In an attempt to synthesise graduate tracer study research, and to recommend potential models for conducting graduate tracer studies in South Africa, a systematic quantitative literature review was conducted of 23 graduate tracer studies from 13 countries, published between 1995 and 2016. The findings from this review point to three potential models for implementation in the South African context: a large-scale model, a smaller-scale model, and a mixed-method model. These recommended models may allow for the more efficient and effective implementation of graduate tracer studies across the South African context."]
["Internships enhancing entrepreneurial intent and self-efficacy: Investigating tertiary-level entrepreneurship education programs",2016,"https://doi.org/10.4102/sajesbm.v8i1.45","Botha M, Bignotti A","The Southern African Journal of Entrepreneurship and Small Business Management","Background: Entrepreneurship education interventions are deemed effective when they enhance interns’ entrepreneurial intent (EI) and entrepreneurial self-efficacy (ESE). Notwithstanding the emergence of internship as an experiential learning approach in entrepreneurship education, evidence about their potential to foster EI and ESE lacks systemisation. Aim: The aim of this study was to determine whether internships enhance EI and ESE. Furthermore, to what extent South African tertiary institutions include internships in their entrepreneurship and management curricula and the obstacles to such inclusion. Setting: South Africa has made a concerted effort to insert an entrepreneurship component across tertiary curricula. The evolution of this entrepreneurship component to experiential learning approaches is, however, unclear. Methods: A qualitative research approach was followed. Firstly, it reviewed empirical evidence for the positive relationship between internships and EI and ESE. Secondly, it conducted a survey of entrepreneurship and business management programmes at all 23 South African tertiary institutions and content analysed the retrieved information to determine whether such programmes include internships. Finally, 10 experts were interviewed to unveil the constraints inhibiting the inclusion of internships in tertiary curricula. Results: The results revealed empirical support for the positive influence of internships on both EI and ESE. Significant lack of inclusion of internships in tertiary curricula in South Africa emerged, owing mainly to administrative issues, curriculum re-design challenges, and lack of mentoring capacity. Conclusion: Tertiary-level entrepreneurship education programmes should include an internship component. The paper suggested that tertiary institutions pilot-test the inclusion of internships with a small number of students and a selected cohort of small business owners."]
["Factors Influencing Competence Acquisition through Field Attachment among Makerere University Undergraduate Students of Agriculture in Uganda",2018,"https://www.eajournals.org/wp-content/uploads/Factors-Influencing-Competence-Acquisition-through-Field-Attachment-among-Makerere-University-Undergraduate-Students-of-Agriculture-in-Uganda.pdf","Opolot, H. N., Isubikalu, P., Obaa, B. B. and Ebanyat, P.","International Journal of Agricultural Extension and Rural Development Studies","The agricultural sector in Uganda is still underdeveloped partly due to the low competence of agricultural professionals. Universities adopted practical training approaches including field attachment, to train and supply professionals who possess leadership, entrepreneurship, communication, facilitation, negotiation, teamwork and organizational planning competences in addition to their formal knowledge in areas of specialization. However, the extent to which graduates acquire these competences through field attachment remains unclear given continued reports of limited work-related competences among agricultural graduates. This study assessed the learning process, motivations as well as constraints to competence acquisition through field attachment using the experiences of undergraduate students of the School of Agricultural Sciences (SAS), Makerere University – Kampala. Data were collected through document review of 437 students’ field attachment reports and individual interviews with 65 students. Data were analyzed using SPSS 18 and thematic content analysis. The findings showed that trough field attachment, students participated in agricultural field activities and acquired both technical and work related competences. However, most placement organizations had a limited span of value chain activities; the attachment duration was deemed very short; the timing was inappropriate and the quality of supervision was low. These challenges limited skills acquisition to basic crop and animal husbandry and less of the value addition, entrepreneurship and marketing competences. To enhance the quality of field attachment, duration of the programme ought to be reviewed to at least a full semester or a year. Strengthening collaboration with other stakeholders could be helpful to improve programme financing and supervision. It is critical to ensure that the university result into graduates with the right knowledge, attitudes and skills to make meaningful contribution to agricultural development."]
["Principles into Practice: Training Service Delivery for Jobs & Productivity. MCC’s Lessons Learned in Technical and Vocational Education and Training",2020,"https://assets.mcc.gov/content/uploads/paper-2020001233801-p-into-p-tvet.pdf","Ricou, Marcel and Ryan Moore","MILLENNIUM CHALLENGE CORPORATION","Between 2008 and 2014, MCC invested over $148 million in its “First Generation” of technical and vocational education and training (TVET) programs, aimed at promoting economic growth and poverty reduction. Independent evaluations from El Salvador, Morocco, and Namibia revealed that MCC achieved many output targets but failed to achieve the intended labor market outcomes. This is in line with the mixed results of TVET interventions in the literature. Weak TVET service provider accountability, especially accountability to firms, is identified as the core constraint to achieving employment and income impacts for individuals and productivity impacts for firms. Drawing on the evaluations of the First Generation programs and additional lessons from the design and implementation of a “Second Generation” of TVET projects, a new results framework is presented, pointing to five key lessons for the design and delivery of improved TVET. TVET interventions should: i) focus on addressing identifiable skills gaps; ii) ensure programs measurably contribute to labor market outcomes and firm productivity; iii) strengthen provider accountability to clients, especially employers; iv) strengthen the ability of policymakers to hold providers accountable; and v) should contribute to addressing pre-existing inequalities in the labor force. An emerging toolkit describes how MCC plans to operationalize these lessons for future projects."]
["Transforming Employability for Social Change in East Africa: An Evaluation",2021,"https://www.inasp.info/publications/transforming-employability-social-change-east-africa-evaluation","Dooley, Gary, Albert Luswata, Aloysius Malagala, Mursali Milanzi, Edwin Ngowi, Femi Nzegwu, Arnold Printer Otieno, and Damary Sikalieh","inasp","Transforming Employability for Social Change in East Africa (TESCEA) is a Foreign, Commonwealth and Development Office (FCDO)-funded initiative, part of FCDO’s Strategic Partnerships for Higher Education Innovation and Reform (SPHEIR) programme. With partners in Tanzania, Uganda and Kenya, TESCEA is designed to support universities to create a learner-centred experience for students. This improved learning experience has at its core critical thinking, problem-solving and gender-responsiveness pedagogy; and allows for practical learning beyond the classroom to improve a graduate’s employability. See the project page here. Between March 2020 and January 2021, an evaluation of TESCEA was conducted. The overall purpose of this evaluation was to assess the state and quality of the outcomes that TESCEA was designed to achieve and the value of the approach. This was explored by reviewing evidence and providing learning about its effectiveness, sustainability, equity, value for money, learning and adaptation. The evaluation was fully participatory, utilisation-focused, co-designed and co-implemented with the primary users (Mzumbe, UDOM, Gulu, UMU, AFELT, Ashoka East Africa, INASP). A core evaluation team comprised of these key stakeholders was engaged from the start in a collaborative process and oversaw the design and implementation of the evaluation. An external evaluation/data analyst oversaw the analysis of the data and the interpretation of the findings. The evaluation used a multi-method approach, drawing on a variety of sources for its data, including: Document review Qualitative feedback from teachers, students, senior management and Joint Advisory Group (JAG) members Baseline and follow-up surveys of teachers and students The evaluation findings suggest that overall TESCEA has been successful in achieving its outcomes and outputs and has delivered its activities economically and efficiently and has thereby contributed to transforming the way universities teach and learn through a focus on critical thinking, problem-solving and gender-responsive pedagogy."]
["Influence of EAPI Skills Training Course on the Knowledge, Attitude, and Practice of Undergraduate University Students: A Case of the EAPI Program, Uganda",2021,"https://doi.org/10.5296/ijld.v11i2.18807","Julia Kigozi, Emmanuel Baidhe, Ivan Mukisa, Charles Muyanja, Leatitiah Namubiru, Brenda Katarikawe","International Journal of Learning and Development","Upon employment, fresh graduates have been widely criticized for their underperformance due to their lack of relevant practical skills. Furthermore, students need training that allows them to blend knowledge with the practice in the workspace. This study assessed the influence of an ‘Empowerment of the Agro-processing Industry (EAPI)' skills training for the agro-processing industry, on the knowledge, attitude, and practice among students in the School of Food Technology Nutrition and Bio-Engineering (SFTNB), Makerere University. Students were trained in 8 modules including; food process and value-chain management, food product optimization, national and international standards of food products, application of good management practices (GMP) and hygienic food processing, quality control in food production processes, waste management, infrastructure development to meet quality & production capacity in food production facilities and food product marketing & preparation for export markets. A semi-structured questionnaire with a descriptive, scale and thematic analysis was used to evaluate the impact of the training. The reliability of the responses of the questionnaires was tested using Cronbach’s alpha and they showed high reliability; yielding values that ranged between 0.88 and 0.97. Results showed a statistically significant difference (p < 0.05) in knowledge, attitude and practice for product optimization, adequate processing facility, standardization, certification, and export marketing. Cronbach’s alpha values ranged between 0.88 and 0.97 for all stated variables indicating that the scales were sound and reliable. Therefore, the inclusion of similar study material into the current curriculum would help improve and enrich the curriculum thereby producing well-prepared students for the food processing industry in Uganda."]
["Deliverology in Ethiopian Higher Education as a Quality Management Tool: Critical Review and the Insider’s Reflection.",2019,"https://doi.org/10.7575/aiac.ijels.v.7n.4p.83","Olkaba, T & Tamene.","International Journal of Education and Literacy Studies","The concept of deliverology as a systematic process for driving progress and delivering results in government and the public sector, was endorsed in Ethiopia in 2017 for the purpose of quality management in Ethiopian public universities. The impetus of this reflective review article is to examine the essence of deliverology as a quality management tool in Ethiopian higher learning institutions as a response to graduate unemployment. In Ethiopia, different reform strategies were endorsed in higher learning institutions such as: program diversification, modularization governance reform strategies and currently deliverology as a quality management tool. This paper critically reviewed the Ethiopian higher learning institutions experiences and the essence of deliverology from its inceptions to the current implementation in Ethiopian public universities. The findings portray that deliverology as strategy for quality management is not conceived in Ethiopian higher education community at large and reality on the ground is different from the literature developed on the science of deliverology."]
["Constructive Alignment for Deep Learning in Undergraduate Civil Engineering Education",2021,"https://doi.org/10.1080/18117295.2021.1924493","Das, D. K.","African Journal of Research in Mathematics","Attainment of competency is crucial for civil engineering students to solve socio-economic and environmental challenges and contribute to the development of a sustainable society by using engineering principles. Consequently, competency has become the measure of engineering graduates for which deep learning is essential. Constructive alignment has been argued to be vital for deep learning. The objective of the study was therefore to examine how constructive alignment could enforce deep learning among civil engineering students. The study was contextualised within an undergraduate civil engineering programme in a university of technology in South Africa. Mixed-methods research comprising student perceptions, focus group discussions and a case study was used for the study. Findings suggested that when the three components, namely, the intended learning outcomes, teaching and learning activities, and assessment tasks, are appropriately aligned, students learn deeply compared with the conventional form of learning. Furthermore, clear criteria to measure student performance, as well as structured written and oral feedback together are vital for deep learning."]
["Flexible Learning Pathways in South African Higher Education",2021,"https://www.iiep.unesco.org/en/publication/flexible-learning-pathways-south-african-higher-education","UNESCO","IIEP Publications","Social demand for higher education has more than doubled in the past 20 years. However, only one-third of all countries’ higher education systems are enrolling more than 50% of the traditional age cohort. Despite major advancements in achieving higher levels of access and participation, inequalities and inequities in higher education persist, and have been exacerbated by the COVID-19 pandemic. Against this background, the IIEP launched the ‘SDG 4 Planning for Flexible Learning Pathways in Higher Education’ project in 2018, to support efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems. The project has identified policies and practices that support flexible learning pathways (FLPs) in higher education for a variety of students. The UNESCO definition of FLPs encompasses ‘entry points and re-entry points at all ages and all educational levels, strengthened links between formal and nonformal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through nonformal and informal education. Research undertaken by IIEP in this area includes a stocktaking exercise of good practices, an international survey, and in-depth case studies of eight countries working to increase flexibility in higher education provision: Chile, Finland, India, Jamaica, Malaysia, Morocco, South Africa, and the United Kingdom."]
["Online Work Readiness Programme: Ready, Set, Go! Journal of Student Affairs in Africa, 9(1), 119–133",2021,"https://doi.org/10.24085/jsaa.v9i1.1432","Janeke, B.","Journal of Student Affairs in Africa","There has always been pressure on higher education institutions to enhance the employability of graduates and to instil knowledge, skills, and attributes that will be beneficial to future employers. The impact of Covid‑19 on a global, national, and local level is placing even more pressure on the topic of employability. Graduates are uncertain about job availability and there is a need for career guidance. After a national and local shutdown of university campuses in 2015 and 2016 due to #FeesMustFall, Career Services staff at the University of the Free State designed and created online work readiness programmes in order for students to continue with work preparations, no matter what the circumstances. In 2018, the first topics on CV‑writing and job interview skills were rolled out online and made available to all registered students; each semester, two additional topics were added. By the time Covid‑19 led to a national lockdown in South Africa in March 2020, the transition to online work readiness programmes was fairly easy. The purpose of this study is to determine the impact of the online work readiness programmes offered on the Blackboard platform from April to June 2020 during the Covid‑19 pandemic and national lockdown. This article will provide an analysis of a questionnaire conducted with willing participants who have engaged and worked through the online work readiness programmes from April to June 2020, to investigate the impact on graduates’ readiness for the world of work. Through the survey, students shared their learning experiences and the influence it has had on their career planning. It is believed that the findings of this research study will create a deeper understanding of how career services, as a particular functional area in student affairs, can reposition itself during uncertain times to remain responsive to the needs of students."]
["Partnership with Stakeholders as Innovative Model of Work-Integrated Learning for Unemployed Youths",2022,"https://doi.org/10.1108/HESWBL-03-2021-0065","Mayombe, C.","Higher Education","Purpose The unemployment rate among disadvantaged youths (aged 15–34 years) in large parts of Africa, Asia and Latin America has become a global concern. The concern in this article is that most WIL programmes could not facilitate a smooth WIL-to-work transition. The purpose of the article is to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of the disadvantaged youths. Design/methodology/approach A qualitative approach was suitable for examining the features of an innovative WIL model. Semi-structured interviews were used to collect data from seven managers of different firms and institutions, and ten trainees to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of disadvantaged youths. Findings The main findings reveal that local businesses and enterprises played important roles in participating in the design of the WIL curriculum, providing adequate mentorship for work experience and micro-placement to the trainees. Based on the findings, the author concludes that the partnership with stakeholders as an innovative WIL model contributed to the employability of disadvantaged youths through the acquisition of work experience and work-readiness. Practical implications The implication of the findings is that the commitment of partner stakeholders ensures that WIL graduates continue to be employed. The commitment of partner stakeholders evident in this study is likely to continue creating better employment prospects for WIL graduates. Originality/value Though stakeholder partnerships are common in WIL programmes and TVET, the innovativeness of this model lies in the features of WIL programmes, the roles and commitment of stakeholders including the outcomes of the partnerships."]
["Relevance of Selected Social Science Degree Programs on Skills Development and Graduate Employability in Zambia",2021,"http://dx.doi.org/10.21153/jtlge2021vol12no2art1046","Mwelwa, K., Lebeloane, L. D. M., & Mawela, A. S.","Journal of Teaching and Learning for Graduate Employability","A pragmatic approach was used to explore the extent to which four selected social science degree programs were relevant for the skill needs of the job market in Zambia. Both qualitative and quantitative data were collected from 162 participants using interviews and questionnaires. The SPSS version 24 and Atlas. Ti Version 8 were used to analyse and interpret data within the framework of the Capability Approach. The findings reveal that the relevance of each of the four social science degree programs depend on how key stakeholders in higher education and the labour market perceive them and that graduate employability was affected by factors such as the need and importance of social sciences to the labour market; employer and student perceptions of employability skills in the degree programs; demand for the programs; graduate work readiness, and the availability of graduate job prospects. It could be concluded that although all four social science degree programs were important, their relevance to the needs of Zambia's labour market varied from program to program."]
["Effectiveness of Internships as Pedagogical Practices in Promoting Employability Skills amongst Graduating Students in Selected Social Science Degree Programmes in Zambia",2021,"https://doi.org/10.12973/ijem.7.4.649","Mwelwa, K., & Mawela, A. S.","International Journal of Educational Methodology","To explore their role in enhancing graduate employability, the study investigated the effectiveness of student internships as pedagogical practices in promoting employability skills amongst graduating students in four Social Science Degree programmes of selected universities in Zambia. Qualitative and quantitative data were collected from 162 participants through the questionnaires and interview guides using a mixed-methods approach. The participants included different actors in the labour industry as critical informants; graduating students taking Social Science Degree Programmes; Lecturers, and Employers. The quantitative and qualitative data were analysed using the SPSS version 24 and Atlas. Ti. Version 8, respectively. This study employed the Human Capability Approach and Human Capital theories. Findings indicated that although internship practices were considered an essential component in the social science degree programmes for skills development, their effectiveness in promoting employability skills amongst graduating students varied from one programme to the other. The findings have implications on how universities and the labour industry could work together to design and implement internship experiences for students in social science degree programmes that are more effective in promoting the acquisition of employability skills in Zambia."]
["What We Assess Is What We Produce: Moving towards the Development of Skills in South African FET Colleges",2021,"https://doi.org/10.1080/10668926.2020.1758241","Teane, F. M.","Community College Journal of Research and Practice","The focus of this study was to investigate the coherence between the needs of industry and the curriculum offered at Technical and Vocational Education and Training (TVET) colleges. The context of this study was TVET colleges, which is a relatively recent sector in the Department of Higher Education and Training (DHET), in South Africa. There is an unacceptably high rate of unemployment in South Africa and in particular, there is a shortage of technical skills, which the TVET sector is expected to address. Concerns have been expressed about the effectiveness of these colleges in producing graduates with employability skills. This study investigated whether the assessment strategies employed in the Electrical Engineering curriculum are appropriate in preparing the students for practice. A qualitative research design was used where a sample consisting of seven Further Education and Training (FET) College graduates and three instructors (lecturers) were selected using a snowball sampling technique. Findings of this research are that the current assessment strategy used in FET colleges (written testing) does not lead to the development of employability skills in FET graduates. The proposed TVET programs are those that promote a dual assessment throughout the course that yields the technical knowledge and employability outcomes that will meet the needs of industries."]
["Career Training with Mentoring Programs in Higher Education: Facilitating Career Development and Employability of Graduates",2020,"https://doi.org/10.1108/ET-04-2019-0071","Okolie, U. C., Nwajiuba, C. A., Binuomote, M. O., Ehiobuche, C., Igu, N. C. N., & Ajoke, O. S.","Education & Training","Purpose This study explores how career training with mentoring (CTM) programs work in Nigerian higher education (HE) institutions to foster students' career development and employability of graduates. It also explores how Nigerian HE curriculum can be adequately used to facilitate CTM as well as possible constraints to effective implementation of CTM programs in Nigerian HE institutions. Design/methodology/approach The study draws on interviews with well-qualified and experienced experts from six Nigerian public universities (each from the 6 geo-political zones of Nigeria), and 20 industries also within the same 6 geo-political zones of Nigeria that were selected for this study using a purposeful sampling technique. The study interviewed 33 experts comprising 21 senior academics at Nigerian universities and 12 industry executives to reveal substantial information about CTM programs in Nigerian HE institutions. Findings Drawing on the three key themes that emerged during the thematic analysis and linked to social cognitive career theory, it is clear that participants are convinced that CTM can enhance clarity about students' career ambitions, career interests, personal development plans and employability. Findings show that there are some career-related programs or activities that Nigerian HE students are presented with, but the programs have not been effective as to offer graduates quality career guidance and employability skills that employers demand. Acknowledging these, participants recommend establishing CTM centres in all Nigerian HE institutions to provide students with the opportunity to receive quality career advice, coaching and mentoring services while schooling. Practical implications The findings of this study shed light on varying resources required to cope with the demands of labour market in terms of supply of competent workforce that can contribute to Nigeria's economic growth and development. The findings are highly relevant for Nigeria and other developing countries' policy and research initiatives that aim to promote social inclusion and equity and improve better working conditions for all. The findings also have implications for career development and employability of HE graduates in developing world context. Originality/value Understanding the role that CTM programs can play in facilitating career development and graduate employability can arguably be of importance within the developing world context. This study, therefore, provides significant suggestions on how to build sustained HEIs and labour market partnership to foster career development and employability of HE graduates through establishing CTM centres in every Nigerian HE institutions."]
["Enhancing Employability Opportunities for Pharmacy Students; A Case Study of Processes to Implement Competency-Based Education in Pharmacy in Kenya",2021,"https://doi.org/10.1111/hequ.12319","Ruparelia, J., McMullen, J., Anderson, C., Munene, D., & Arakawa, N.","Higher Education Quarterly","This paper challenges the western concept of graduate employability as a measure of student success through a case study of a collaboration between pharmacy colleagues in universities in Nairobi, Kenya and Nottingham, UK. As Pharmacy programmes globally adapt their courses to a competency-based education (CBE) approach, we outline the implications of this for graduate success in Kenya. The Ministry of Education in Kenya recently announced a move to CBE across all educational sectors. This has led to a reconfiguring of how pharmacy is not only taught, but also assessed, and what success means for pharmacy graduates in Kenya. The collaboration has highlighted the need for key stakeholders to work together and influence policy change, and redefine employability in terms of behaviours that meet country-wide needs. We outline some of the processes and collaborations we formed to redevelop pharmacy programmes in Kenya, and suggest recommendations for continuing partnerships and sustainability."]
["Producing Work-Ready Commercial Art Graduates: Stakeholders’ Perceptions",2022,"https://doi.org/10.1108/HESWBL-08-2020-0192","Sarpong-Nyantakyi, J., Osei-Poku, P., & Eshun, E. F.","Higher Education, Skills and Work-Based Learning","Purpose Graduate unemployment is widely reported not only in Ghana but also across the globe. The purpose of this study is to examine the relevance of the HND Commercial Art Programme, Graphic Design (CAPGD) option, to the graphic art industry and to determine the work readiness of graduates of HND CAPGD at the world of work. Design/methodology/approach A qualitative, evaluative case study research design was adopted to examine the perspectives of stakeholders of CAPGD. It was a multiple case study, which involved faculty members, graduates and industry-based supervisors. The study was conducted using in-depth semi-structured interviews and focus group discussions to obtain in-depth interpretations and conclusions that reflected the perceptions of the stakeholders. Findings The qualitative results indicate that the existing curriculum, based on the old polytechnic educational system, does not provide adequate practical approach to teaching and learning processes. Hence the majority of graduates lack competencies to meet industry's expectations. Research limitations/implications The key limitation is lack of database on the HND Graphic Design graduates at Takoradi Technical University. This affected the data collection process as the HND Graphic Design graduate participants were not easily accessible, and, as such, much effort and risk were required to contact them. Considering the implication for education policy, the findings propose stakeholders' collaboration to ensure cross fertilization of ideas (Nwajiuba et al., 2020). Hence, a compilation of database could engender further study in this area and thus form the bases of a mixed method approach resulting in in-depth analysis for fresh insights into the study. Originality/value The findings provide unique insights into work readiness of Commercial Art graduates, specifically in Ghana, as it seeks to bridge a gap in literature."]
["Dual Apprenticeship in Benin: Between Theory and Practice",2020,"https://doi.org/10.30918/AERJ.81.19.054","Bankolé, R. A., & Nouatin, G. S.","African Educational Research Journal","This paper discusses the effect of the dual apprenticeship or Certificate of Professional Qualification (CQP) program on the CQP students and graduates in Benin. The study sought to understand how dual apprenticeship was introduced in formal TVET system and how the dual training is provided in Benin context. This research was conducted on the descriptive qualitative method through three techniques. First, literature analysis was used to review the existing literature on Benin dual apprenticeship. Secondly, individual semi structured interviews were conducted to collect data from actors of the public and private institutions. Third, direct observation data were collected through on-site visits in the training centres. In total, 30 persons were interviewed using purposive and snowball samplings. The social constructivism theory, learning theory and the nested layer approach were used to analyze data. Results show that the Develop A Curriculum method was used to develop 13 craft occupations in which Benin dual apprenticeship is offered. CQP apprentices show positive effects on the skills acquisition. However, the CQP training does not follow the requirements regarding the principle of duality. The lack of the collaboration between training providers does not increase the commitment and the participation of the master craftsmen/women. The assessment plan does not evaluate the skills achieved in the master workshops. Although Benin dual apprenticeship builds the social cognitive capacities of the apprentices, the skills achievement of the CQP apprentices is not sustainable due to the intensive method used to train apprentices and because of the lack of materials and work equipment in the master workshops."]
["A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa",2019,"http://dx.doi.org/10.1080/18146627.2016.1224588","Damons, D., le Grange, J. J., Mason, R. B., & Louw, S. W.","Africa Education Review","South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable."]

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["Q4: How can skills or competencies (e.g., technical and soft skills) for employability best be identified, analyzed, and incorporated into curricula, teaching, and learning?\nRegion: Asia",null,null,"Total:",{"$f":"COUNTA(B3:B995)","v":22},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Assessing Cross Border Partnerships: Increasing the Quality and Relevance of Higher Education in Afghanistan",2018,"https://pdf.usaid.gov/pdf_docs/PA00T1DJ.pdf","Afghanistan Ministry of Education; FHI360",null,"Assessment of 3 on-going cross-border partnerships between Afghan and U.S. universities. Three research questions: 1) What benefits have partners received? 2) How effective is their communication and how have they addressed the challenges in communication? 3)How have they addressed sustainability challenges, including gender issues and the current security environment?"]
["Integration and Development of Employability Skills into Malaysian Higher Education Context: Review of the Literature",2019,"http://www.sciedu.ca/journal/index.php/ijhe/article/view/16287","Fahimirad, Mehrnaz; Nair, Pradeep Kumar; Kotamjani, Sedigheh Shakib; Mahdinezhad, Maryam; Feng, Jia Bao","International Journal of Higher Education","This paper aims to provide a comprehensive literature review on the role of employability skills or generic skills in designing, integrating, and assessing curriculum in Malaysian higher education context. This study addresses the issue and challenges of integrating generic skills or employability skills in higher education context. Then the research gap on the lack of integrating generic skills in Malaysian higher education system is highlighted and the past studies which addressed the issue of integrating and assessing generic skills in Malaysian universities are reviewed. The results revealed that some Malaysian universities attempted to integrate generic skills into their curriculum to increase the rate of employability; however, there is an ambiguity regarding the assessment of generic skills in the context of higher education. Further research needs be conducted to investigate the assessment of generic skills."]
["Mid-term performance evaluation of the University Support and Workforce Development Program (USWDP)",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?"]
["Employability Skills Required by the 21st Century Workplace: A Literature Review of Labor Market Demand",2017,"http://www.atlantis-press.com/php/paper-details.php?id=25884538","Suarta, I. Made; Suwintana, I. Ketut; Sudhana, I. G. P. Fajar Pranadi; Hariyanti, Ni Kadek Dessy","Advances in Social Science, Education and Humanities Research","This paper discusses the importance of employability skills of graduates in entering the workforce according to employers' perceptions, through a literature review. In 21 st century workplace, the occupation-specific skills are no longer sufficient for graduates to meet the needs of labour markets. Workers are nowadays expected to have an additional set of skills and attributes, called employability skills. Employability skills become a very important issue at the national, regional, and international labour market. The literature review found a number of employability skills attribute required by graduates in entering the workforce. Communication skills, problem-solving and decision-making skills, and teamwork skills are the attributes of employability skills with highest importance level. Graduates are also expected to have a number of personal attributes included: self-awareness, self-confidence, independence, emotional intelligence, flexibility and adaptability, stress tolerance, creativity and initiative, willingness to learn, reflectiveness, lifelong learning, and professional behaviour. Keywords-labour market; 21 st-century workplace; employability skills; personal attributes."]
["Skills Development in Higher Education in Vietnam",2009,"https://www.tandfonline.com/doi/full/10.1080/13602380802364175","Trung, Tran Quang; Swierczek, Fredric William","Asia Pacific Business Review","The purpose of this study is to explore the status quo of skills development in universities in Vietnam, and to identify the factors that have impacts on skills development. A survey of 251 department managers was carried out to explore employers' needs. Two other surveys including 717 final-year students and 1838 students in other years from four universities were conducted to analyze graduate competencies and skill delivery in every particular course. Skill delivery and graduate competencies are generally below standard, especially interpersonal skills for effective teamwork. Skills could be effectively developed through group assignments and learning approaches such as case studies, group discussions, and software practice. Understanding course objectives and course contents can also positively elaborate skill delivery. In addition to school activities, part-time experiences have been shown to enhance graduate competencies."]
["Putting Higher Education to Work: Skills and Research for Growth in East Asia",2012,"https://openknowledge.worldbank.org/handle/10986/2364","World Bank","The World Bank","Putting Higher Education to Work: Skills and Research for Growth in East Asia is a comprehensive look at higher education in East Asia‚Äîhow it has changed, how it will continue to evolve, and how it can be improved to become more responsive and relevant to the needs of the labor market and the economy as a whole. Using innovative firm surveys and the latest available evidence from the region, the authors shed light on the functional skills that workers must possess to be employable and to support firms' competitiveness and productivity. They also examine how higher education systems can produce the commercially applicable research that will help countries apply, assimilate, adapt, and develop the new technologies that will drive growth. Though this volume focuses specifically on the developing countries of East Asia, its methodologies, messages, and analysis will be important resources for students, researchers, and policy makers who study and shape the delivery of higher education and training in other regions around the world. The authors offer valuable and succinct guidance on some of the most effective policy measures being deployed by national and regional governments, by firms, and by universities themselves to enhance the contribution that higher education systems can make to economic change. Higher education will continue to be a core issue for the World Bank and its client countries, and it will also constitute a central pillar of the labor and educational agenda for years to come. I am confident that this volume, the first in the East Asia and Pacific Regional Report Series, will help the region's economies embrace the challenge of achieving rapid growth led by gains in productivity. The measures proposed in this volume should help East Asia reach this objective in an increasingly competitive global environment."]
["Internationalization and English as a Medium of Instruction in Mongolian Higher Education",2019,"http://dx.doi.org/10.17323/1814-9545-2019-1-215-243","Gundsambuu, S.","IAFOR Journal of Education","In the growing global trend of internationalization, Mongolian universities plan to increase courses and programs in English in order to improve their competitiveness and ultimately to become internationally visible, at least in Asia. This study discusses the current process of internationalization at Mongolian universities and explores the rationales of implementing English as a Medium of Instruction (EMI) at Mongolian universities. The analysis focuses on how the top-down national-level policies to internationalize the higher education sector influence both national and private universities, and what drives universities to adopt EMI policies. This paper intends to answer these questions through document analysis and an online survey at two private universities in Mongolia. Forty faculty members participated in the survey. All data went through the qualitative document analysis, “describing, classifying and connecting” (Coffey & Atkinson, 1996) to portray a comprehensive picture of the internationalization of higher education and the concept of EMI in Mongolia. The findings revealed that the Mongolian government is the key player in internationalization at the national level by making policies, taking initiatives, and encouraging national universities. However, the process of internationalization is much slower at private universities. The two private universities in Mongolia implement EMI for the following four reasons, 1) increasing the employability of domestic graduates, 2) promotion of international collaboration, 3) generating more income, and 4) increasing domestic and international profile. The faculty members of the two leading private universities understood that the introduction of EMI at their universities aimed to equip their graduates with English language skills to operate globally and to improve their universities’ international profile."]
["Work Integrated Learning at Tertiary Level to Enhance Graduate Employability in Bangladesh",2020,"https://doi.org/10.5430/ijhe.v9n4p61","Chowdhury, F.","International Journal of Higher Education","In the last few years, higher education institutions (HEIs) in Bangladesh have been under severe pressure to transform the way they operate. The present Government of Bangladesh requires all universities to improve their quality of education and has implemented various projects such as Higher Education Quality Enhancement Project (HEQEP) in collaboration with the World Bank. As Bangladesh has set a target to transition out of the status of Least Developed Country (LDC) to Developing country by 2024, graduate employability and education quality are pivotal interests for the Government of Bangladesh. This paper investigates the concept of work integrated learning (WIL) and generic skills vital to enhance the employability of the current graduates in Bangladesh. We explore different types of WIL that can be applied at higher academic institutions in Bangladesh and what are the various benefits of this type of learning to the key stakeholders, namely; students, universities and employers. Finally, we conclude by pointing out the prerequisites that need to be considered in order to successfully implement WIL in Bangladesh. This is a descriptive study and we have collected data from different secondary sources such as documents available from government agencies, research organizations, archives and library. Moreover, we have also used interviews from sources such as newspapers and magazines documenting views of well-respected academicians and personalities in Bangladesh. Our findings indicate that in order to successfully integrate WIL, there are some prerequisites such as modifying the current curriculum, designing and offering work oriented courses, building strong connections with potential employers and creating awareness about WIL among faculty members and students."]
["Freedom to Learn—Independent Campus Policy: Do We Really Find Our Freedom? Journal of Education and Learning (EduLearn), 16(2), 189–198",2022,"https://doi.org/10.11591/edulearn.v16i2.20477","Christanti, R., & Sukoco, A. A.","Journal of Education and Learning (EduLearn)","What the job market demanded in the last few decades is overwhelming. Universities are working hard to meet the quality required by the job markets and it took a lot of effort, physically and mentally. Recently, the Minister of Education and Culture Republic of Indonesia releases a policy that opens up the door to unlimited resources of learning. Students will be facilitated to choose their learning sources from outside the classroom, with real professionals. It is hoped that the quality of education in Indonesia will be enhanced and universities can produce graduates who have competencies that are relevant to the needs of industry, business, and the world of work. This research mainly reviews the Freedom to Learn–Independent Campus (FLIC) policy as an opportunity to conduct independent learning. Independent to choose the more contextual source of learning. Our study context is the implementation of the FLIC program specifically at the School of Business. The researchers conducted interviews with stakeholders related to the implementation of this policy (students, faculty members, coeducators). As a result, FLIC is perceived to have a positive impact on improving student abilities. However, there are still some obstacles that can be used as a basis for policy improvement."]
["Students’ Perception on the Effectiveness of Industrial Internship Programme",2019,"http://dx.doi.org/10.1108/00400911211210288","Karunaratne, K., & Perera, N.","Education Quarterly Reviews","Educationalists and policy makers in the higher educational institutes have recently paid a closer attention to the concept of holistic education systems that focus at making a competent and versatile graduate. Incorporating an industrial internship programme in the degree curricular has been a vital requirement towards ensuring a holistic education system. Most of the educational scientists have emphasized the importance of letting the undergraduates to gain industrial exposure as a strategy to securing employability soon after their graduation. The objective of this paper is to explore the effectiveness of the industrial internship programme offered by Department of Textile of the University of Moratuwa (UoM) in collaboration with one of the leading apparel manufacturers in Sri Lanka. This paper also aims to identify existing weaknesses in the industrial training programme offered by the Department of Textile and to provide suggestions for improving the effectiveness of internship programme. Methodology: This study adopts the case study approach and as such study covers the students of the Department of Textiles who are undergoing training at the selected industrial training provider. Sample size used for the study represents 24 respondents out of the 67 undergraduates who completed industrial internship programme during the last three years and it represents approximately 35% of the population. Data were gathered by way of distributing a structured questionnaire followed by a semi structured interview for the selected sample. Findings and Conclusions: As per the findings of the study the students’ positive learning experiences are the chance to build up a relationship with the industry, acquire industry work culture, develop self-confidence, execute problem solving activities, develop social interaction skill, and aspire future education and career. However, the students negatively ranked the internship programme in providing opportunities for creativity build up activities, working in teams, develop managerial skills, enhance research and project skills and desire to go on learning. Students’ feedback was positive for providing a real job experience, transport, meal and good allowance. However, they have shown negative feedback on the overall structure of the internship programme since it fails to provide them an overall training covering the whole departments of the organization. Students suggest that the duration of the internship programme should be twelve months instead of six months. Study further suggests that there should be a closure dialogue between the university and the internship provider in order to address the issues face by both the interns and the training provider. Keywords: Employability, Holistic Education, Industrial Internship, Industrial Training"]
["Organizing Experiential Learning Activities for Development of Core Competences of Technical Students in Vietnam",2019,"http://dx.doi.org/10.13189/ujer.2019.070129","Kim, O. D. T.","Universal Journal of Educational Research","The transition towards a sustainable economy has given a new term “green competences”. Green competences build upon the foundation of core competences including literacy, numeracy, communication, teamwork and problem-solving-which along with awareness of environmental issues and entrepreneurship, facilitate lifelong learning and adaptability to environmental change (Marsden, Medhurst & Irving, 2014) [1]. Organizing experiential learning activities is not new to the learning environment in higher education institutions in the world. However, it would be a new approach to some cultures like Vietnam， where most of students are not familiar with studying in proactive and experiential ways. Experiential learning activities provide students with opportunities to self-construct their competences from experience. This article describes a brief theoretical approach to core competence and experiential learning activities (Project-Based Learning, Learning Games) for developing core competencies (problem-solving, teamwork) of technical students at Ho Chi Minh City University of Technology and Education (HCMUTE) in Vietnam. In addition, qualitative (observation and interview) and quantitative methods were used to describe a progression of improving core competences of technical students. Finally, minor suggestions for lecturers to develop core competences of technical students through organizing experiential learning activities by carefully considering a consistency of learning outcomes, teaching-learning activities and assessment according to the “Conceive Design Implement Operation” (CDIO) approach to engineering education at HCMUTE were given."]
["Experiential Learning Model: Improving Entrepreneurial Values through Internship Program at Start-Ups",2022,"https://doi.org/10.1108/HESWBL-01-2021-0014","Lantu, D. C., Suharto, Y., Fachira, I., Permatasari, A., & Anggadwita, G.","Higher Education","Purpose The development of teaching methods in the field of entrepreneurship education is a challenge for academics to achieve “real active learning.” This paper aims to investigate the effectiveness of learning experience through internship program at start-ups. This paper examines the benefits and challenges from stakeholders' experiences and perspectives (business students, start-ups and universities). The authors focus on the entrepreneurial values obtained by exploring start-up processes, culture and work environments. Design/methodology/approach This study uses qualitative research with a case study approach by applying experiential learning. The objects of this research are students of the School of Business and Management and start-ups in Indonesia. This study divides the pilot program of internship at start-ups into three stages, designing process, execution and evaluation. The analysis technique uses an interpretive approach from interviews and observations of internships based on experiential learning. Findings The results showed that the internship program at start-ups in this study has benefits for all major stakeholders, especially students. The results of student learning experiences show that start-ups' characteristics such as a creative work environment, egalitarian work culture and dynamic workflow flexibility can increase their professional and moral values. Research limitations/implications This study has several limitations, including the internship program designed in this study, which is still raw and has several shortcomings. Time series in testing experiential learning is another limitation. For further study, it is necessary to conduct longitudinal research to measure the effectiveness of the start-ups' internship program. Originality/value This study provides new insights on experiential learning in developing an internship program at a start-up as an effort to increase entrepreneurial value for business students. This study highlights the possibility that an internship program at a start-up will have an impact on students' entrepreneurial values and competencies."]
["E-Career Canvas for Individuals’ Initiative and MBA Graduate Employability: An Exploratory Study",2022,"https://doi.org/10.1108/QAE-06-2021-0098","Pattnaik, P. N., & Shukla, M. K.","Quality Assurance in Education: An International Perspective","Purpose The purpose of this paper is to propose a model developed through a thorough qualitative analysis of pertinent stakeholder perceptions that can be used to map Master of Business Administration (MBA) students’ aspirations, goals, strengths and weaknesses to create optimal interventions and enable better employability. Design/methodology/approach This study used an exploratory research design. The authors conducted interviews with 60 stakeholders to identify themes that form constituents of the E-Career Canvas for Individuals (E-CCI) model. To assess the impact of the proposed initiative, 30 random participants were chosen for interviews from among alumni, present students, faculty, recruiters and the university administration across five years. Findings The proposed model captures the short-term and long-term goals of students concerning their career aspirations. This study has qualitatively explored the impacts of the E-CCI initiative on graduating students’ outcomes. The impacts are positive. The findings also suggest that recruiters do experience an incremental difference among graduates who have participated in the E-CCI program at an educational institute in India. Practical implications Business schools may adopt this model to create profiles of their MBA students. Students, as well as institutional administration, may work on mitigating the shortcomings and weaknesses identified through E-CCI initiatives and target the roles matching the profiles of students during placements. Originality/value This paper presents a novel model of E-CCI to capture the aspirations of MBA graduates and direct them to fulfil their goals. This study takes into consideration the viewpoints of key stakeholders involved to map the effectiveness of the model."]
["“You Are Not as Localised as I Need”: Employability of Chinese Returning Graduates",2021,"https://doi.org/10.1108/HESWBL-09-2020-0221","Tran, L. T., Blackmore, J., & Rahimi, M.","Higher Education, Skills and Work-Based Learning","Purpose International student employability has been accorded increased emphasis in the internationalisation agendas, especially in major destination countries as it shapes universities' attractiveness to prospective international students. Having insights into returning graduates' employability in their home country has become critical given that a majority of international graduates return home after their overseas study. This study responds to this critical need by examining how foreign credentials are valued by employers in the field of accounting in China, based on in-depth interviews with employers, alumni and policymakers. Design/methodology/approach This study draws on a qualitative approach involving literature review and in-depth interviews with 28 key stakeholders: employers, returning graduates and policymakers in China and India. The key research question of the study is how foreign credentials are valued by employers in the field of accounting in China and India. This article focuses on the Chinese context. In-depth interviews with employers and policymakers focused on eliciting nuanced socio-cultural understandings as to perceptions and decisions associated with desirable graduate attributes and the relative value of credentials. Interviews with returning graduates aimed to understand how different capitals were mobilised to gain employment in the Chinese labour market. Findings The empirical findings of the study show that Chinese returning graduates could be seen to lack the localised knowledge needed to work in Chinese companies and ability to adapt to the local environment. However the possible development of a dual local and international guanxi through overseas study can be regarded as a marker of distinction in the home labour market. The associated value of such a dual guanxi signals the importance for Chinese international students to develop transnational networks while simultaneously maintaining their kinship, social and business networks locally during their overseas education. Originality/value The study provides fresh insights into a marked shift in China, with less of a preference for Western credentials, as compared to 10 years ago when overseas credentials were often regarded more favourably. Even though overseas study generally provides Chinese graduates with an exposure to international practices and global perspectives, whether such an overseas exposure and foreign language competency would be an advantage also depends on the business needs and sometimes the business model of organisations."]
["Metacognitive Skill on Students of Science Education Study Program: Evaluation from Answering Biological Questions",2020,"https://doi.org/10.22219/jpbi.v6i1.10081","Yasir, M., Fikriyah, A., Qomaria, N., & Al Haq, A. T.","Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia)","The metacognitive skill is a competency that must be mastered by students of educational program so that they are able to empower this competency in their students later. The purpose of this study was to analyze the metacognitive skill profile of students of the Science Education program at the University of Trunojoyo, Madura-Indonesia. The research involved 110 students as the research subject. Data were collected using metacognitive awareness inventory then analysed using descriptive quantitative method. The results indicated that students’ metacognitive skill improved well (71.93%). Furthermore, the metacognitive skill in every component also enhanced well (64.53 - 75.81%), and the “debugging strategies” in this skill developed excellently (88.30%). To sum up, the metacognitive skill on students of science education study program at University of Trunojoyo Madura enhanced well."]
["Enhancing Science Teaching Competency among Pre-Service Science Teachers through Blended-Mentoring Process",2019,"https://doi.org/10.29333/iji.2019.12318a","Buatip, S., Chaivisuthangkura, P., & Khumwong, P.","International Journal of Instruction","This mixed-methods study employed an explanatory sequential design to examine the effect of the blended-mentoring supervision toward science teaching competencies. The studied group comprised 3 pre-service science teachers who were studying in the Faculty of Education at a University in Pattani, Thailand. During 4 months of science teaching practicum in Southern Thai provinces, they were supervised under the designed blended-mentoring supervision by supervisors and in-service science teachers. A science teaching competency assessment form along with semi-structured interview was used to examine science teaching competency examining from lesson plans, teaching observation notes and teaching material. Then data were analyzed in teaching-competency mean scores in conjunction with content analysis to identify the change of teaching competency. The findings revealed that the teaching competencies of the 3 pre-service science teachers were at high level with \"learning management capacity\" being the highest, followed by \"teacher's comprehension of the taught science content and level,\" and \"measurement and assessment ability\" with 4.08, 4.07, and 3.98 mean scores, respectively. The interview and observation analysis revealed that the influencing factors of the science teaching competencies comprise pre-class mentoring, teaching observation, reflection, and technological integration for the blended-mentoring process."]
["The Way Collaboration Benefits Vocational Students: A Case Study of a Joint Venture College in China",2019,"https://doi.org/10.1080/02188791.2019.1572594","Gao, Y.","Asia Pacific Journal of Education","International collaborations in the vocational and training (VET) sector have grown significantly in the past three decades in China as well as in other parts of the world. Despite its growing prominence, it remains a largely under-researched field compared to the large volume of research on universities’ internationalization. In particular, it is unclear how internationalization practices improve vocational students’ academic and social competencies and readiness for employment. This case study was intended to fill this current gap in the literature by investigating a selected joint venture VET college in China. This study employed a wealth of data as evidence that international programmes could benefit vocational students in their English skills, professional knowledge, intercultural competence, and personal and career development. In additional to the opportunities created for vocational students, international programmes are expected to offer workplace experience and design a curriculum that suits students with different future plans. The findings of this study indicate that international collaborations in the VET sector have the potential not only to better prepare vocational students for life and employment, but also to address the challenges facing the VET system in developing economies."]
["Area-Based Participatory Action Learning of Social Studies Pre-Service Teachers to Develop Indigenous History Learning Resources for Diversity Students in Northern Thailand",2022,"https://doi.org/10.5539/hes.v12n2p20","Mangkhang, C.","Higher Education Studies","The research aimed to 1) study the needs in developing indigenous history for diversity students in Northern Thailand, 2) develop indigenous history learning resources for diversity students in Northern Thailand through area-based participatory action learning of social studies pre-service teachers, and 3) distill learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand. The methodology of the research was based on Participatory Action Research (PAR). The sample in the research consisted of 1) community leaders, monks, school administrators, folk philosophers, and youth representatives accounting for 22 people; 2) 10 social studies pre-service teachers; 3) 8 indigenous mural painters, making a total of 40 people. The instruments used in the research were 1) unstructured interview forms, 2) forms of synthesizing knowledge to moral creativity, 3) validity assessment forms of indigenous history data, and 4) focus group discussion recording forms. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. Study results revealed that: 1) From the area-based action on the legend of Viang Malika and Phra Nang Malika from history in the educational sandbox of Chiang Mai province, it was found that the community has demand in terms of developing learning resources telling its indigenous history through the temple which is the common area in the community. The demand is to present indigenous history which is part of the historical development of the Lanna Kingdom in terms of business, politics, administration, education, religions, and the environment including women's roles as governesses or kings. This shows feminist concepts appearing on the page of indigenous history and reflects equality in stepping over physical limitations of the body (disability). The frame limiting gender is destroyed through the history of leaders and kings in indigenous history has influenced the development of the history of the historical development of the Thai local society up to the present time. 2) Developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diverse students in Northern Thailand has brought about indigenous history learning resources integrating cooperation between universities, communities, temples, and schools. Indigenous history learning resources have been brought about, which helps promote quality learning management. And 3) From distilling learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand, the important social studies competency of social studies pre-service teachers for 4 aspects were found. This is called the competency of area-based social studies learning or so-called \"VCAP\" consisting of 1) Value Domain, 2) Cognitive Domain 3) Affective Domain and 4) Psychomotor Domain, which helps promote occupational competency of pre-service teachers to be more efficient."]
["A Qualitative Research Study on the Importance of Life Skills on Undergraduate Students’ Personal and Social Competencies",2019,"http://dx.doi.org/10.5430/ijhe.v8n5p71","Nair, P. K., & Fahimirad, M.","International Journal of Higher Education","Recently, it is more demanding to enter job market since current employers hire staff with some life skills such as leadership, communication skills, time management, problem solving skills, and teamwork. The current study aimed to identify the relationship between life skills program, student's personal efficacy and competencies. Moreover, this study investigated eight students' perceptions of their personal efficacy after understanding life skills program. This study employs a qualitative research approach using an in-depth interview and self-reporting of the life skills module. The participants were randomly selected among freshman undergraduate students who have passed the life skill modules at Taylor's University, Malaysia. This study aimed to identify students' perceptions, competencies after completing life skills modules. It also elaborates on how life skills considered as a technical requirement for hard skills and employees' future. The results of thematic analysis indicated that embedding the life-skills program in the university curriculum plays a key role in shaping students' personal and social competencies. This finding has important implications for educators and educational policy makers to integrate students' life skills into curriculum so as to influence students' professional and interpersonal skills such as team working, communication, leadership, time management, decision making and problem-solving."]
["Investigating the Students’ Experimental Design Ability toward Guided Inquiry Based Learning in the Physics Laboratory Course",2019,"https://files.eric.ed.gov/fulltext/EJ1201681.pdf","Sujarittham, T., Tanamatayarat, J., & Kittiravechote, A.","Turkish Online Journal of Educational Technology - TOJET","The goals of this advanced physics laboratory course emphasized not only to improve students' physics knowledge but also spectrum scientific abilities in particular for preparing their future-ready competencies. One of those scientific abilities was initiated to study that was \"the ability to design experiment\". It was the fundamental ability in help enhance students' higher order thinking in solving problems and self-operating their own labs scientifically. Besides, this corresponds to a crucial national policy of Thailand. There has been promoted innovative thinking skills to step onward driving the Thailand economy. This study was a preliminary report on the students' experimental design ability towards the students' learning engagement in a guided inquiry lab which involved to the physics concept of heat transfer. To investigate the ability, 18 senior-physics students enrolled the course were required to work in three groups of 4 to 6. In the investigation, a guided-inquiry lab set and worksheets were substantially designed and validated by three physics university lecturers who had teaching experiences for over 10 years. The guided worksheets were straightforwardly structured by considering five subabilities dealing with the ability to design experiment. Those worksheets were viewed as a lab report and also used as a main research tool to help follow and collect data about the students' experimental design ability. The key format of the worksheets was that guided inquiry questions and black spaces were contained. This aimed to actively engage the students in the experiment since (1) linking physics concept, (2) defining measurement variables, (3) clarifying an experimental procedure, (4) selecting equipment and materials, and (5) minimizing errors. In each of the five abilities, the students had to individually investigate the answers of guided-inquiry questions and then shared ideas with their groups till they could solve the main problem of the lab. Additionally, video recordings were collected to triangulate qualitative data of the students' learning engagement. From observation, we found that the students spent about 6 hours in total (3 hours for designing the experiment by working on answering the guided-inquiry questions and 3 hours for doing the experiment) to complete the experimentation. The most time-consuming (about an hour) was in the step of linking physics knowledge to formulate a situation in order to solve the problem. The result found that there were no students who could design the experiment to solve the problem correctly but all of them were able to formulate the situations relating to the solving problem. All experiments designed could be practical. The main difficulty was from the students' misunderstanding of heat transfer. They did not determine the heat transfer from all objects in the closed system. This was the most difficult point in enhancing this ability. Moreover, there were many unexpected sub-abilities: basic measurements, using scientific equipment, and also identifying variables. Besides, the students were required to self-assess their proficiency on a 4-point rubric test. The first-two lowest average scores were in items relating to the sub-abilities to link physics knowledge and to clarify an experimental procedure."]
["English for Event Management: A Mixed Methods Study for Needs Analysis and Course Design",2022,"https://files.eric.ed.gov/fulltext/EJ1340917.pdf","Watanapokakul, S.","THAITESOL Journal","English for Specific Purposes plays an important role at the tertiary education level. As the event industry is expanding in many countries around the world, including Thailand, study programs which help prepare young people specifically for a career in the event industry are becoming more sought after. An important component of any such program is an English language course which will equip students with the English skills necessary to succeed in this increasingly globalized industry. In order to design and develop an effective English for Event Management course, opinions regarding what should be included in the course were obtained from the 159 English major undergraduate students in the Faculty of Liberal Arts at a university in Thailand and 15 stakeholders (ESL/EFL teachers, event management teachers, and employers and employees in the event industry) using questionnaires and semi-structured interviews. The findings of the study provide a wealth of practical information (e.g., instructional approaches, tasks and activities, and assessment methods) that can be further used for designing and developing an English for Event Management course for English major undergraduate students."]
["An Empirical Study on Postgraduate Education of Business English in China",2019,"http://dx.doi.org/10.5539/hes.v9n4p1","Xuemi, L., & Wenzhong, Z.","Higher Education Studies","The development of business English (BE) program cannot separate from that of its closely-related discipline. However, little is known about business English disciplinary development from the angle of postgraduate education in China. Through questionnaires and interviews on 64 postgraduate students of Guangdong University of Foreign Studies (hereinafter referred to as GDUFS), this paper conducts empirical research on and analysis of its postgraduate education from the perspectives of curriculum setting, teacher construction, and tutorial system. The results show that most respondents are content with these dimensions of the postgraduate education of business English, which demonstrates the current postgraduate education in GDUFS is highly recognized and satisfied. It aims to have some implications for the reform and practice of postgraduate education and disciplinary construction in terms of business English in China. This research also discovers some noteworthy problems and put forward some suggestions."]

{"sheet":"4 - E&E","index":23,"n_rows":4,"n_cols":6,"rows_kept":4,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q4: How can skills or competencies (e.g., technical and soft skills) for employability best be identified, analyzed, and incorporated into curricula, teaching, and learning?\nRegion: Europe and Eurasia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":2},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Evaluation interim report for the Georgia II Industry-Led Skills and Workforce Development Project",2019,"https://www.mathematica.org/our-publications-and-findings/publications/evaluation-interim-report-for-the-georgia-ii-industry-led-skills-and-workforce-development-project","Borkum, Evan; Cheban, Irina; Fernandez, Camila; Nichols-Barrer, Ira","Mathematica for Millennium Challenge Corporation","MCC's $140 million Georgia Compact II (2014-2019) funded the $16 million Industry-Led Skills and Workforce Development (ISWD) Project, which aimed to improve the alignment between the skills of Technical and Vocational Education and Training (TVET) graduates and the skills demanded by the labor market. It provided grants to establish new or improved courses reflecting industry demand; awarded smaller grants to document and disseminate best practices; provided technical assistance to the government related to sector policy; and held annual TVET conferences. Key findings: 1) Through Program Improvement Competitive Grants (PICG) Activity, the ISWD project established 51 new or improved TVET courses in Georgia; 2) These courses were established in close cooperation between the TVET provider and private sector partners, who provided knowledge and material support; 3) Total enrollment in courses exceeded compact's target; 4) Trainees and teachers had positive first impressions of the new courses; 5) There was optimism about trainee's labor market prospects; 6) Small grants supported dissemination of best practices that could be replicated by others; 7) Technical assistance component delivered support for a wide range of policy reforms, but more work will need to be done; 8) Annual TVET conference well-attended and well-received by stakeholders"]
["Professional Development Programmes—Why Do Universities Need Them? A Case Study from Russia",2020,"https://doi.org/10.1080/13603108.2019.1688880","Grinkevich, Y., Kuskova, V., & Shabanova, M.","Perspectives: Policy and Practice in Higher Education","Using the case study of HSE University (Russian Federation), this article will focus on how professional development programmes can be used by universities to ensure transformations and achieve their goals. It will focus on the administrative (professional services) staff and how universities can develop and leverage their potential in order to encourage innovative problem-solving. First, it will explore what the current challenges and frequent transformations mean for academic institutions in terms of administrative support, and what new demands emerge for administrators. Second, it will propose what competencies and skills are necessary for university administrators, so that they can provide effective support to the university in its ongoing activities and development under constantly changing conditions. Third, it will argue for the benefits of creating tailored professional development programmes, as well as illustrate how such a programme can be structured according to the institution’s needs citing the empirical example of HSE University."]

{"sheet":"4 - LAC","index":24,"n_rows":10,"n_cols":6,"rows_kept":10,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q4: How can skills or competencies (e.g., technical and soft skills) for employability best be identified, analyzed, and incorporated into curricula, teaching, and learning?\nRegion: Latin America and the Caribbean",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":8},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["The impact of higher education on entrepreneurship and the innovation ecosystem: A Case study in Mexico",2019,"https://www.mdpi.com/2071-1050/11/20/5597","Castro, May Portuguez; Scheede, Carlos Ross; Zermeño, Marcela Georgina Gómez","Sustainability (Switzerland)","Entrepreneurship is recognized as an engine for the economy. However, Latin America must promote higher opportunities for the creation of new businesses, especially for technology-based ventures. In this sense, the Center for Global Innovation and Entrepreneurship (CGIE) of the University of Texas at Austin offers a Master of Science in Technology Commercialization (MCCT) that prepares students with methodologies to promote the creation of new businesses in Mexico. This study aims to know the contribution of training to the creation of new companies, and its role in the innovation and the technology transfer processes, from the viewpoint of the participants. This research presents a case study that analyzes the impact of the MCCT through the analysis of the data of a survey answered by 109 former students of this center. Findings show that the methodologies developed by the MCCT allow the creation of technology-based enterprises and entrepreneurial skills in students. This study presents good practices that can be emulated by other countries in the region, as well as recognizing the great value the role of higher education in creating synergies between actors of the innovation ecosystem that strengthen social and economic growth."]
["The skills development challenge in Latin America: Diagnosing the problems and identifying public policy solutions",2016,"https://www.mathematica.org/our-publications-and-findings/publications/the-skills-development-challenge-in-latin-america-diagnosing-the-problems-and-identifying-public","Fiszbein, A.; Cosentino, C.; Cumsille, B.","Mathematica Policy Research","In spite of an increase in the years of schooling attained by adults in Latin American countries, evidence highlights gaps in skills development that represent a bottleneck to productivity growth and to the ability of Latin American workers to obtain gainful employment. This paper describes key drivers of the skills development problem and offers recommendations that seek to leverage policy tools to address the challenge. Key Findings: Regulations, financial incentives, information, and public/private partnerships may be leveraged to (1) better align the content and skills taught with the demands of the labor market (through competency-based and technical/vocational education), (2) enhance quality (through strengthened quality assurance mechanisms and widespread dissemination of information), and (3) improve graduation rates in secondary and tertiary education (in particular through outcomes monitoring and evidence-based solutions)."]
["Final performance evaluation of the higher education for economic growth activity",2018,"https://pdf.usaid.gov/pdf_docs/PA00T881.pdf","Megan, Gavin; Cristina, Accioly; Oscar, Picardo","Mendez England and Associates","The purpose of the final performance evaluation of the Higher Education for Economic Growth Activity (HEA) is to provide recommendations to: 1) the Activity for the final year; and 2) the United States Agency for International Development (USAID) for future programming. The evaluation focused on five evaluation questions (EQs), including: assessing results (EQ 1); the role of clusters (EQ 2); the government and higher education institutions (EQ 3); gender (EQ 4); and analyzing the extent to which results will be sustained (EQ 5). The evaluation used a mixed-methods approach, including document review; analysis of HEA's monitoring and evaluation data and performance indicators; key informant interviews and surveys for faculty/staff; focus group discussions; and direct observation. Key illustrative findings include: 1) teachers consider diploma programs available, high quality, and well facilitated; 2) trust has been established via positive and significant effects from collaboration; 3) while there has been an established approach to construct a higher education policy, the approach needs to be broader in terms of participants (including the government); 4) there is improved access to science, technology, engineering, and math for women and girls; and 5) the Centers for Career Development, which promote student engagement with the private sector, are the most likely to sustain. The evaluation recommends that USAID continue to support the investigations, curriculum reform implementation, teacher training, and scholarships, as well initiate as the construction of an entity to strategically integrate and give continuity to the cluster model."]
["What Makes a Program Good? Evidence from Short-Cycle Higher Education Programs in Latin America and the Caribbean",2021,"https://documents1.worldbank.org/curated/en/462491624980349135/pdf/What-Makes-a-Program-Good-Evidence-from-Short-Cycle-Higher-Education-Programs-in-Latin-America-and-the-Caribbean.pdf","Dinarte Diaz, L., Ferreyra, M. M., Urzua, S., & Bassi, M.","The World Bank","This paper explores the relationship between the practices, inputs, and other characteristics of short-cycle higher education programs (SCPs) and their students’ academic and labor market outcomes. A novel survey was designed and conducted to collect program-level information on quality determinants and program average outcomes for five countries in Latin America and the Caribbean. Quality determinants are grouped into the following categories: curriculum and training, infrastructure faculty, private sector engagement and job search assistance, costs and funding, and other practices related to student admission and institutional governance. In addition, individual-level data on SCP graduates was collected for Ecuador and matched to program survey data. Estimates from pooled survey data for the five countries indicate that specific quality determinants are positively associated with academic and labor market outcomes. Moreover, determinants account for about one-third of the explained variation in academic outcomes and formal employment. In contrast, estimates for Ecuador indicate that labor market outcomes are mostly associated with student and peer characteristics rather than program quality determinants. These findings can inform the design and replication of high-quality SCPs as well as their oversight and regulation."]
["Principles into Practice: Training Service Delivery for Jobs & Productivity. MCC’s Lessons Learned in Technical and Vocational Education and Training",2020,"https://assets.mcc.gov/content/uploads/paper-2020001233801-p-into-p-tvet.pdf","Ricou, Marcel and Ryan Moore","MILLENNIUM CHALLENGE CORPORATION","Between 2008 and 2014, MCC invested over $148 million in its “First Generation” of technical and vocational education and training (TVET) programs, aimed at promoting economic growth and poverty reduction. Independent evaluations from El Salvador, Morocco, and Namibia revealed that MCC achieved many output targets but failed to achieve the intended labor market outcomes. This is in line with the mixed results of TVET interventions in the literature. Weak TVET service provider accountability, especially accountability to firms, is identified as the core constraint to achieving employment and income impacts for individuals and productivity impacts for firms. Drawing on the evaluations of the First Generation programs and additional lessons from the design and implementation of a “Second Generation” of TVET projects, a new results framework is presented, pointing to five key lessons for the design and delivery of improved TVET. TVET interventions should: i) focus on addressing identifiable skills gaps; ii) ensure programs measurably contribute to labor market outcomes and firm productivity; iii) strengthen provider accountability to clients, especially employers; iv) strengthen the ability of policymakers to hold providers accountable; and v) should contribute to addressing pre-existing inequalities in the labor force. An emerging toolkit describes how MCC plans to operationalize these lessons for future projects."]
["The fast track to new skills: short-cycle higher education programs in Latin America and the Caribbean.",2021,"http://hdl.handle.net/10986/35598","Ferreyra, M. M., Díaz, L. D., Urzúa, S., & Bassi, M.","The World Bank","Higher education in Latin America and the Caribbean (LAC) has expanded dramatically in the new millennium, yet enrollment in short-cycle programs (SCPs) is still relatively low. Shorter and more practical than bachelor’s programs, SCPs can form skilled human capital fast. The economic crisis created by the COVID-19 pandemic has accentuated underlying trends, such as automation, the use of electronic platforms, and the need for lifelong learning. Addressing these demands requires the urgent upskilling and reskilling of the population—a task for which SCPs are uniquely suited. The Fast Track to New Skills: Short-Cycle Higher Education Programs in Latin America and the Caribbean explores the labor market outcomes and returns of SCPs, examines their providers, and identifies the practices adopted by the best programs. Relying on unique data that includes a novel survey of SCP directors in five LAC countries, it finds that while SCPs generate, on average, good labor market outcomes, they vary greatly in quality. SCP providers respond quickly and flexibly to local economy needs; and specific practices related to faculty, job search assistance, and interaction with prospective employers are distinctive of the best programs. Drawing on these findings, The Fast Track to New Skills discusses how to create an environment where good programs are offered and students have the interest and means to attend them. It draws attention to a higher education sector that has been typically overlooked, both in research and policy. The Fast Track to New Skills will be of interest to policy makers, researchers, and the public at large."]
["The Perceived Effectiveness of Technical Vocational Education Training (TVET) Practices at an Urban Tertiary Institution in Preparing Their Students for the Advanced Workplace",2019,"https://www.proquest.com/docview/2238775242","Harvey, H. A.",null,"This study will be investigating the perceptions of the implementation and modelling of best practices in technical vocational education and training (TVET) areas of endeavour. Four lecturers from three selected programmes will be investigated see how well they are preparing their students to enter the technically advanced workplace in an urban tertiary TVET institute in Jamaica. It has been reported by employers that graduates' performance has been unsatisfactory in the sectors which require technically skilled professionals (HEART Trust, 2012).This investigation will incorporate a literature review of the apprenticeship system, and the current occupational training requirements as well consider competency based methods of teaching used in the TVET classroom. This will be in the context of career development theories, and constructivist and social learning theories. A qualitative research design method will be applied, using a case study approach. In addition to data collected from the lecturers, interviews, observation and focus group discussions with three groups of 15 students will also be collected. Additionally, the Director/ Principal of the Vocational Development Training Institute (VDTI) will be interviewed. Finally, a stakeholders' report based on employee attitudes in various industries will be used to attain their perspectives on the preparedness of the TVET graduates for the workplace.The results and recommendations will be used to evaluate the best practices of the TVET lecturers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]"]
["Student-Centred Learning in Higher Education: Implications for the Jamaican Workplace",2019,"http://dx.doi.org/10.30828/real/2019.3.8","Wallder, S. R., & Brown, N. J.","Research in Educational Administration & Leadership","This paper explores the experience, impression and understanding of student centred learning by 44 business education students at a university in Jamaica. The study sought to establish whether such a learning approach enhances the competencies of students in accord with the demands made by employers for critical employee characteristics in the 21st century workplace, whilst also enhancing learning outcomes in students’ current studies. The research reported here was informed through two studies, using complementary methodologies in qualitative and quantitative data collection and analysis. The first study utilised a survey instrument, while the second employed focus groups. The findings revealed that students generally held positive views of student centred learning and that they believed it enhanced their learning experience in their current studies. However, they were not clear as to whether the approach was being utilised fully and/or effectively and whether current resources were adequate to support the effective implementation and maintenance of such an approach. Findings further revealed that many of the competencies developed through the practise of student centred learning are complimentary to not only desirable, but indeed, identified characteristics that the 21st century worker should be ideally equipped with, according to the International Labour Organisation (Brewer, 2013). These characteristics also being in accord with the demands of employers in Jamaica. This latter point being affirmed by a senior figure from the Jamaica Employers’ Federation through a one-on-one interview. The importance of “gearing” such learning at the tertiary level to the demands of employers for well prepared and effective employees that complement and indeed enhance the workplace is recognised as a national imperative, and thus policy, as developed through educational leadership should be in accord. This research posits that the utilisation of student centred learning will not only benefit learning at the tertiary level, it will also better prepare graduates for the workplace."]

{"sheet":"4 - ME","index":25,"n_rows":4,"n_cols":6,"rows_kept":4,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q4: How can skills or competencies (e.g., technical and soft skills) for employability best be identified, analyzed, and incorporated into curricula, teaching, and learning?\nRegion: Middle East",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":2},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Midterm performance evaluation of USAID Career Center activity",2018,"https://banyanglobal.com/wp-content/uploads/2018/05/Deliverable-H_Banyan-Global_MCCA-Evaluation_Final-Report-2018.05.17.pdf","Banyan Global","Banyan Global","USAID/Morocco designed the USAID Career Center, a four-year program with an additional option year, to bolster the Government of Morocco's (GOM) efforts to assist youth to transition from education to employment. The USAID Career Center is working toward the following objectives: ‚Ä¢ establishing career centers in three universities and three vocational training institutes in Casablanca, Marrakech and Tangiers, as well as a Virtual Career Center (VCC); ‚Ä¢ providing customized work readiness courses; ‚Ä¢ fostering a network to engage the private sector; and ‚Ä¢ developing a career center model that is transferable and sustainable. Includes focus on teaching soft skills for employability."]
["Entrepreneurship Education and Entry into Self-Employment Among University Graduates",2016,"https://linkinghub.elsevier.com/retrieve/pii/S0305750X15002090","Premand, Patrick; Brodmann, Stefanie; Almeida, Rita; Grun, Rebekka; Barouni, Mahdi","World Development","Entrepreneurship education has the potential to enable youth to gain skills and create their own jobs. In Tunisia, a curricular reform created an entrepreneurship track providing business training and coaching to help university students prepare a business plan. We rely on randomized assignment of the entrepreneurship track to identify impacts on students' labor market outcomes one year after graduation. The entrepreneurship track led to a small increase in self-employment, but overall employment rates remained unchanged. Although business skills improved, effects on personality and entrepreneurial traits were mixed. The program nevertheless increased graduates' aspirations toward the future."]

{"sheet":"4 - Global","index":26,"n_rows":11,"n_cols":6,"rows_kept":11,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q4: How can skills or competencies (e.g., technical and soft skills) for employability best be identified, analyzed, and incorporated into curricula, teaching, and learning?\nRegion: Global",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":9},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Graduate Employability and Competence Development in Higher Education—A Systematic Literature Review Using PRISMA",2020,"https://www.mdpi.com/2071-1050/12/15/5900","Abelha, Marta; Fernandes, Sandra; Mesquita, Diana; Seabra, Filipa; Ferreira-Oliveira, Ana Teresa","Sustainability","This paper aims to develop a systematic review on graduate employability and competence development, intending to present an international perspective on the matter. It analyses the role of higher education institutions in promoting the development of competences for employability. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was used as a formal systematic review guideline for data collection. Data was obtained from research studies over the period 2009‚Äì2019. The analysis included a total of 69 papers from Web of Science (WoS) and Scopus databases. Results show that Europe leads the number of publications on these topics during the past decade. One of the main issues associated with competence development and graduate employability found in the review is related to the (mis)match between university graduates' competences and employers' needs. Findings indicate that higher education institutions are concerned with using strategies to enhance the development of competences for graduate employability. Graduate employability and competence development around the world depend on a strong sense of innovation and collaboration practices implemented in higher education."]
["MOOCs, Graduate Skills Gaps, and Employability: A Qualitative Systematic Review of the Literature",2016,"http://www.irrodl.org/index.php/irrodl/article/view/2675","Calonge, David Santandreu; Shah, Mariam Aman","The International Review of Research in Open and Distributed Learning","The increasing costs of higher education (HE), growing numbers of flexible anytime, anywhere learners, and the prevalence of technology as a means to up-skill in a competitive job market, have brought to light a rising concern faced by graduate students and potential graduate employers. Specifically, there is a mismatch of useful skills obtained by students through HE institutions which is evident upon graduation. Faced with this dilemma, ‚Äúgraduate students,‚Äù or more specifically newly graduated students, with a with bachelor's degree, and a growing number of employers are turning to Massive Open Online Courses, or MOOCs, as a complimentary mechanism through which this skills gap may be bridged. It is found in the literature that MOOCs are often discussed within the capacity of their development, their retention rates, institutional policies regarding their implementation, and other such related areas. Examinations into their broader uses, benefits, and potential pitfalls have been limited to date. Therefore, this paper aims to analyse the literature highlighting the use of MOOCs as a means to reduce the mismatch in graduate skills. As such, this literature analysis reviews the following relevant areas: higher education and graduate skills gap, today's graduates and employability, and MOOCs and graduate skills. Through analysing the literature in these areas, this paper identifies gaps in the existing literature."]
["Managerial Strategies to Adapt the Academic Curriculum to the Labor Market",2014,"https://www.ceeol.com/search/article-detail?id=141620","Ipate, Dragos Mihai; Pârvu, Iuliana; Mitran, Paula Cornelia","Economics, Management, and Financial Markets","Involvement of the higher education management in adapting educational systems to the expectations of the labor market is not only a necessity, but also a duty, given that most students attend a university wishing to increase their employability. In this paper the issue has been addressed in terms of active involvement of higher education institutions in the training of employable graduates, able to become useful for economy and to obtain job satisfaction. Thus, it was presented and analyzed how the curriculum can be used as a suitable tool for the assimilation of employability as a fundamental objective of higher education institutions."]
["Identification of Employability Skills - Starting Point for the Curriculum Design Process",2014,"http://connection.ebscohost.com/c/articles/95505257/identification-employability-skills-starting-point-curriculum-design-process","Ipate, Dragos Mihai; Pârvu, Iuliana; Mitran, Paula Cornelia","Economics, Management, and Financial markets","Successful universities of 2020 will be able to bring on the labor market graduates with competencies expected by employers and society, as a whole. Thus, as the pressure exerted by the representatives of the labor market is increasing, universities are forced to act in the context of the policies and strategies targeted according to social needs. Among these, a significant proportion is held by policies that are related to the involvement of higher education institutions in increasing the employability of future graduates by developing academic programs based on the development of competencies and skills necessary for the labor market. This paper presents the results of some relevant global and national studies on transversal skills expected by employers of university graduates in economics. The usefulness of this study, in terms of university management approach, is justified by the fact that skills identification represents the first stage, and a very important one, to be covered in the process of curriculum redesign."]
["Changing the TVET Paradigm: New Models for Lifelong Learning",2019,"https://www.tandfonline.com/doi/full/10.1080/14480220.2019.1629722","Kanwar, Asha; Balasubramanian, K.; Carr, Alexis","International Journal of Training Research","The digital revolution is rapidly transforming the world of work and the skills profiles of many occupations. The pace of change necessitates continuous skilling and reskilling, through lifelong learning. Traditional models of TVET which view formal training as terminal will not prepare workers for the constantly evolving world of work in an age of technological transformations. This paper argues for the need to integrate informal and non-formal learning in TVET systems and address the pedagogical implications of this integration. Research on emerging innovative approaches to TVET in both developed and developing country contexts is reviewed, with a special focus on new models for work-based and community-based learning, which can promote transformative, lifelong learning. The actual and potential role of technology within these models is highlighted, together with recommendations for policy and practice."]
["Training Service Delivery for Jobs and Productivity MCC's Lessons Learned in Technical and Vocational Education and Training",2020,"http://www.mcc.gov/p-into-p","Ricou, Marcel; Moore, Ryan","Millennium Challenge Corporation","Between 2008 and 2014, MCC invested over {\\$}148 million in its ‚ÄúFirst Generation‚Äù of technical and vocational education and training (TVET) programs, aimed at promoting economic growth and poverty reduction. Independent evaluations from El Salvador, Morocco, and Namibia revealed that MCC achieved many output targets but failed to achieve the intended labor market outcomes. This is in line with the mixed results of TVET interventions in the literature. Weak TVET service provider accountability, especially accountability to firms, is identified as the core constraint to achieving employment and income impacts for individuals and productivity impacts for firms. Drawing on the evaluations of the First Generation programs and additional lessons from the design and implementation of a ‚ÄúSecond Generation‚Äù of TVET projects, a new results framework is presented, pointing to five key lessons for the design and delivery of improved TVET. TVET interventions should: i) focus on addressing identifiable skills gaps; ii) ensure programs measurably contribute to labor market outcomes and firm productivity; iii) strengthen provider accountability to clients, especially employers; iv) strengthen the ability of policymakers to hold providers accountable; and v) should contribute to addressing pre-existing inequalities in the labor force. An emerging toolkit describes how MCC plans to operationalize these lessons for future projects."]
["Entrepreneurship Education in Agriculture: The EARTH University Approach",2017,"https://ageconsearch.umn.edu/record/262827","Sherrard, Daniel; Alvarado, Irene","African Journal of Rural Development","Entrepreneurship is an essential component of agricultural development and is receiving increasing interest, especially in the developing world. However, until very recently, entrepreneurship has not been a theme included in programs of higher education in agriculture. This paper highlights the importance of entrepreneurship in agricultural development and describes in some detail the entrepreneurial capacity building program at EARTH University in Costa Rica. The paper concludes with a discussion of the challenges and possibilities for developing agribusiness entrepreneurial education programs in the African context."]
["Technical and Vocational Education and Training (TVET) Interventions to Improve the Employability and Employment of Young People in Low‐ and Middle‐Income Countries: A Systematic Review",2013,"https://www.researchgate.net/publication/259486407_Technical_and_vocational_education_and_training_TVET_interventions_to_improve_the_employability_and_employment_of_young_people_in_low-_and_middle-income_countries_A_systematic_review","Tripney, Janice; Hombrados, Jorge; Newman, Mark; Hovish, Kimberly; Brown, Chris; Steinka-Fry, Katarzyna; Wilkey, Eric","Campbell Systematic Reviews","The increase of low-income, low-skilled youth in the labour market, particularly in developing countries, is a major concern internationally. In some regions of the world, young people are nearly three times as likely as adults to be unemployed. They are also more likely to work in the informal labour market than adults, in low quality jobs that offer limited socio-economic security, training opportunities, and working conditions. This enormous unlocked potential represents a substantial loss of opportunity for both individuals and society. With increasing emphasis being given to work- and skills-based solutions to economic competition and poverty in the developing world, comes a renewed focus on technical and vocational education and training (TVET) as a means to expand opportunities for marginalised youth. Although several reviews have attempted to summarise the existing research in this area, there are a number of limitations to these reviews. There is a need to systematically examine the evidence base to provide a picture of the types of TVET interventions being used to raise employment, to identify those that are effective and ineffective, and to identify areas in which more research needs to be conducted. The main objective of this systematic review was to summarise the available evidence on the effects of TVET interventions for young people in developing countries to inform policy, practice, and research. The questions guiding this study were: 1) What are the effects of different models of technical and vocational education and training (TVET) interventions on the employment and employability outcomes of young people, aged 15-24 years, in low- and middle-income countries? 2) What do the findings suggest about moderating effects?"]
["Developing Employability in Engineering Education: A Systematic Review of the Literature",2020,"https://www.tandfonline.com/doi/full/10.1080/03043797.2018.1534086","Winberg, Christine; Bramhall, Mike; Greenfield, David; Johnson, Patrick; Rowlett, Peter; Lewis, Oliver; Waldock, Jeff; Wolff, Karin","European Journal of Engineering Education","In this systematic review of the research literature on engineering employability, curricular and pedagogical arrangements that prepare graduates for work in the twenty-first century were identified. The research question guiding the review was: Which curricular and pedagogical arrangements promote engineering students' employability? The particular focus of the study was on how authors prioritised engineering knowledge and professional skills. The review drew on a theoretical framework that differentiated between engineering knowledge and professional skills to explain how employability could be included in engineering programmes. Data was obtained from research studies over the period 2007‚Äì2017. We found an interdependent relationship between engineering knowledge and professional skills that enabled engineering graduates to attain employability. The com of engineering problems require students to master engineering knowledge, while the ability to work with others across contexts requires professional skills. Both are necessary for deep understanding of engineering principles and a focus on real world problems."]

{"sheet":"5 - Africa","index":27,"n_rows":20,"n_cols":6,"rows_kept":20,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q5: How can the practice and culture of teaching become more learner-centered?\nRegion: Africa",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":18},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Student-centered Teaching and Learning in Higher Education: Transition from Theory to Practice in Nigeria",2015,"https://www.ijern.com/journal/2015/August-2015/29.pdf","Anyanwu, Stella; Iwuamad, Fidelia","International Journal of Education and Research","The paradigm shift from teacher-centered to student-centered pedagogy has a worldwide advocacy for its practice at all levels of education. Nigeria, a major sub-Saharan country (population-wise), is in the process of making a transition from teacher-centered to student-centered mode of education. It therefore becomes pertinent to focus attention on its higher education system, a preparatory level for its future teachers. This paper therefore presents an insight into the theory and practice of this pedagogy, specifically focusing on the transition status at this level. Some challenges, including low quality education system, low pedagogical understanding among teachers, relatively large class sizes, curricula demands, paucity of technological infrastructure, and assessment challenges, are highlighted in this paper. Suggestions to fast-track this transition are made for the government and its regulatory agencies, as well as teaching faculties, to act on the recommendations, as it concerns them."]
["Questioning the Efficacy of Quality Assurance Frameworks for Teaching and Learning: A Case Study from East Africa",2020,"https://www.tandfonline.com/doi/full/10.1080/13538322.2020.1728836","Khamis, Tashmin; Scully, Sam","Quality in Higher Education","Increasingly across many jurisdictions, external quality assurance agencies are requiring higher education institutions to develop internal quality assurance systems that grant ownership of programme improvement to those implementing teaching and learning. Whilst this development is laudable, the quality assurance frameworks used for this process appear to focus on a comprehensive list of ‚Äòcells' and criteria against which to assess academic standards. However, these standards vary in their degree of relevance to teaching and learning and are not always evidence-based. An internal quality assurance framework used across East Africa is analysed and comparisons are made with indicators of quality that are known to affect teaching effectiveness and student learning outcomes. These comparisons highlight the need for quality assurance agencies to develop internal quality assurance frameworks for programme review that focus on the quality of the learning experience to ensure improved programme provision."]
["Policy Adoption of Learner-Centred Pedagogy in Rwanda: A Case Study of its Rationale and Transfer Mechanisms",2019,"https://linkinghub.elsevier.com/retrieve/pii/S0738059318305480","van de Kuilen, Hester S.; Altinyelken, Hulya Kosar; Voogt, Joke M.; Nzabalirwa, Wenceslas","International Journal of Educational Development","This study explores why and how learner-centred pedagogy (LCP) as a policy has been adopted in Rwanda, despite ample evidence of the failure of LCP in developing countries. The case of Rwanda, as a late adopter, shows that at this stage of pedagogy diffusion the influence of global mechanisms and actors has been amplified. This study draws upon interviews with key stakeholders and relevant documents during the 2011‚Äì2016 period. The transfer process is examined by analysing the rationale offered and mechanisms deployed by the Rwandan government and aid agencies."]
["Teaching Large Classes at an Institution of Higher Learning in South Africa",2018,"http://iises.net/proceedings/40th-international-academic-conference-stockholm/table-of-content/detail?article=teaching-large-classes-at-an-institution-of-higher-learning-in-south-africa-","Matoti, Sheila Nokuthula; Lenong, Brigitte","Proceedings of the 40th International Academic Conference, Stockholm","In line with the notions of increased access to education as well as massification of education in South Africa and elsewhere, large classes have become common in Universities. While the size of a large class varies from country to country, in a South African context, and at our institution in particular, large classes can mean approximately 120 students in one seating. Although large classes can have a negative effect on student participation and engagement, especially when dealing with first year students, some strategies could be devised to deal with large classes. This study was undertaken to examine the problems students and lecturers experience in large classes as well as strategies that the lecturers have devised in promoting and sustaining student participation and engagement. The setting of the study is the Central University of Technology, Free State, an institution of Higher Learning in the Free State province of South Africa. The population for the study were first-year education students in 2017. A sample of 248 first year education students, from different areas of specialisation was used in the study. A self-constructed questionnaire was used to collect data from the students while semi-structured interviews were used to collect data from the lecturers. The findings revealed that large classes do pose challenges to both students and lecturers. However, both students and lecturers have developed strategies of dealing with large classes. Lecturers have resorted to team teaching, group assignments, and team marking. Students have benefitted from group assignments and group presentations as such activities afforded them opportunities to work collaboratively with one another. Although there is limited participation in class as there is no individual attention, within the groups, they are able to participate and engage with one another. The institution is charged with the responsibility to expand its facilities as the students cannot be turned away."]
["Learner-Centred Teaching In Tanzania: Geography Teachers' Perceptions and Experiences",2014,"http://hdl.handle.net/10063/3226","Mtitu, Evaristo Andreas","Victoria University of Wellington","The shift from teacher-centred to learner-centred teaching approaches is one of the aspects embarked on to address quality issues in delivery of secondary education in Tanzania. The basis for a shift in teaching paradigm has been motivated by the need for learners to effectively engage in the knowledge construction process.This thesis reports the findings about Learner-Centred Teaching (LCT) in Tanzania from the perceptions and experiences of secondary school geography teachers. Applying a lens of a critical perspective (CP) approach as a theoretical framework, the study sought to respond to the major question: how do geography teachers perceive and experience regarding Learner-Centred Teaching in Tanzania's secondary school? The main question was guided by four sub-research questions which included: how do geography teachers in Tanzania understand LCT?; how does a teacher's pedagogical reasoning and decision-making during the planning process reflect LCT beliefs?; how does a teacher's teaching practice reflect LCT beliefs?; and how does a teacher's evaluation of classroom instructional practices place the learner at the centre of instruction? The research focus was to assess the implementation of LCT approach as advocated by the educational policy and the mandated curriculum documents. The study utilised the interpretive and constructivist qualitative case study approach involving nine case studies purposely selected from three research sites. The data were collected using semi-structured interviews, classroom observations and detailed reviews of teachers' own teaching portfolios. Applying an interpretive generative inductive data analysis approach, data were analysed based on the specific meaning patterns that were emerging from individual case studies. Themes were developed by comparing and contrasting meaning patterns within and across case studies. Findings presented aspects which influence teachers' practices of LCT including: the constructivist view of knowledge construction, role of language and cultural context in LCT, teacher-students' power relation, and the nature of the curriculum. Other aspects raised include: teachers' substantive and syntactic knowledge and classroom organisation and management. The study also presents some dilemmas against implementation of LCT. These dilemmas include language barrier, class sizes; curriculum design; and teacher shortage, and shortage of instructional resources. Other dilemmas include: lack of both inservice training for LCT and cultural-context specific curriculum relevance. The researcher recommends the need to address dilemmas in the implementation of LCT approaches such as: class sizes, curriculum design, and teacher shortage; shortage of instructional resources and facilities; and the medium of instruction; geography curriculum should be designed to allow teachers' flexibility; and teachers' need of mastery in the substantive and syntactic knowledge. Other recommendations include: teachers' need of in-service training regarding the conceptual and theoretical understanding of LCT, its approaches, and application in geography classrooms; teachers' use of an integrated-formative evaluation and assessment approaches; and the need of further research on aspects around the same topic, taking into consideration different theoretical orientations and methodological approaches. The study contributes knowledge to the international literature regarding LCT and its implementation complexities from the developing economy's perspectives. In particular, the study contributes to the understanding of LCT from a CP theoretical framework. It also provides an avenue for debate and consideration on the importance of initial and in-service teacher education, the curriculum, and the need to integrate learners' culture for effective implementation of LCT. The researcher has developed three models to support the practice of LCT. These are: the constructivist learning process; an integrated LCT based curriculum; and the classroom organisation and management framework models."]
["Creating a Context for Campus Sustainability through Teaching and Learning: The Case of Open, Distance and E-Learning",2019,"http://dx.doi.org/10.1108/IJSHE-02-2019-0066","Pretorius, R. W., Anderson, R., Khotoo, A., & Pienaar, R.","International Journal of Sustainability in Higher Education","Purpose This paper aims to reflect on approaches through which open, distance and e-learning (ODeL) students can use their local environments for assessments and explores how this shapes their conceptualisations of “university” and “campus”. Key issues and lessons learnt are covered, thus providing pointers for implementation of the type of assessment approaches that are presented. Design/methodology/approach Using three undergraduate sustainability-related modules in the Department of Geography, University of South Africa (Unisa), the lecturers’ reflections on the real-world sustainability learning experiences of students in these modules (2015-2018) have been cross-correlated and compared to present an integrated picture of emerging best practice. Findings The use of real-world, place-based applications, which form a central theme in the assessment strategy for all three modules, allows students to deal hands-on with sustainability issues, establishes a connection between ODeL students and the university and presents an opportunity to engage these students in real-world sustainability learning despite not being on campus. Research limitations/implications The case study format and qualitative, reflective methodology present limitations, while specifically focusing on ODeL and the final phase of undergraduate studies. Despite these limitations, the lessons learnt can be of value to universities currently transferring to online offerings, with possible impacts for sustainability learning. Originality/value This paper addresses misconceptions on the role of ODeL in transforming to sustainability. The criticism that ODeL is suitable for primarily theoretical training is countered by evidence that appropriately structured assessments requiring ODeL students to engage with real-world issues in their local environments, can provide valuable sustainability learning experiences."]
["Using Real-World Engagements for Sustainability Learning in ODeL in the Global South: Challenges and Opportunities",2021,"https://doi.org/10.1108/IJSHE-08-2020-0287","Pretorius, R. W., Carow, S., Wilson, G., & Schmitz, P.","International Journal of Sustainability in Higher Education","Purpose This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines. Design/methodology/approach The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning. Findings The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper. Research limitations/implications The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field. Originality/value This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice."]
["A Comparative Investigation of Assessment Practices in Distance and Online Learning Undergraduate Mathematics in Nigeria",2020,"https://doi.org/10.5590/JERAP.2020.10.1.06","Reju, C. O., & Jita, L. C.","Journal of Educational Research and Practice"]
["Producing Work-Ready Commercial Art Graduates: Stakeholders’ Perceptions",2022,"https://doi.org/10.1108/HESWBL-08-2020-0192","Sarpong-Nyantakyi, J., Osei-Poku, P., & Eshun, E. F.","Higher Education, Skills and Work-Based Learning","Purpose Graduate unemployment is widely reported not only in Ghana but also across the globe. The purpose of this study is to examine the relevance of the HND Commercial Art Programme, Graphic Design (CAPGD) option, to the graphic art industry and to determine the work readiness of graduates of HND CAPGD at the world of work. Design/methodology/approach A qualitative, evaluative case study research design was adopted to examine the perspectives of stakeholders of CAPGD. It was a multiple case study, which involved faculty members, graduates and industry-based supervisors. The study was conducted using in-depth semi-structured interviews and focus group discussions to obtain in-depth interpretations and conclusions that reflected the perceptions of the stakeholders. Findings The qualitative results indicate that the existing curriculum, based on the old polytechnic educational system, does not provide adequate practical approach to teaching and learning processes. Hence the majority of graduates lack competencies to meet industry's expectations. Research limitations/implications The key limitation is lack of database on the HND Graphic Design graduates at Takoradi Technical University. This affected the data collection process as the HND Graphic Design graduate participants were not easily accessible, and, as such, much effort and risk were required to contact them. Considering the implication for education policy, the findings propose stakeholders' collaboration to ensure cross fertilization of ideas (Nwajiuba et al., 2020). Hence, a compilation of database could engender further study in this area and thus form the bases of a mixed method approach resulting in in-depth analysis for fresh insights into the study. Originality/value The findings provide unique insights into work readiness of Commercial Art graduates, specifically in Ghana, as it seeks to bridge a gap in literature."]
["Maintaining Student Engagement: The Digital Shift during the Coronavirus Pandemic a Case of the Library at the University of Pretoria",2021,"https://doi.org/10.1080/13614533.2021.1976234","Matizirofa, L., Soyizwapi, L., Siwela, A., & Khosie, M.","New Review of Academic Librarianship","The South African Higher Education Institution (HEI) sector had to move to ‘emergency’ online learning during the covid-19 pandemic, and they embraced a humanistic approach underpinned by the need to complete the academic year in 2020 and support all students. Because this emergency online learning accelerated the digital shift, evidence of pre-existing disparities and inequalities have been magnified, such as the digital divide, infrastructure, connectivity, access to data, digital literacies, vastly different learning environments, software and hardware tools, and others. The Department of Library Services (DLS) is aligned to the University of Pretoria’s shift to online learning and to reimaging its service offerings and innovation readiness. It deliberately adopted a responsive engagement strategy for students, staff, senior management and service providers. Therefore, the DLS now offers a mix of services and programmes, with more reliance on virtual services to support and sustain the academic agenda. This paper provides real-life case study experiences of student engagement during the covid-19 pandemic, with reference to the relevant student engagement with literature. It also reflects on how the DLS previously applied attributes of service innovation, such as ‘employing’ a client-service robot at an HEI library in Africa, this being in keeping with the UP’s innovation culture."]
["Engagement with and Participation in Online Role Play Collaborative Arguments: A Sociocultural Perspective",2020,"http://dx.doi.org/10.34190/JEL.18.5.006","Najjemba, J. L., & Cronjé, J.","Electronic Journal of E-Learning","Digitally mediated role plays indicate potential for collaboration, social exchange of information and knowledge as well as motivation for learning beyond classroom time. These elements are critical for ESL learners’ development of language and argumentative writing practices. The aim of this research project was to investigate how students’ engagement with and participation in online role play collaborative arguments shaped their literacy practices, and influenced their beliefs and thinking regarding particular societal issue. This qualitative research project based on a larger ethnographic case study and tools of action research investigated students’ interactions and experiences before, during and after the online role play. The study involved 20 ESL pre‑service students at one university in Uganda and was conducted in both the real and online spaces. The real space involved face‑to‑face sessions aimed at building students’ confidence in using blogs for online role play. While the online space involved non‑participant observations to gain understanding of the social dynamics of students’ engagement in online role play, and the opportunities for students to engage in literacy practices related to online argumentative compositions. The study findings indicated that engagement in online role play using blog platform provided a rich environment for learners to exercise their creativity, orchestrate multiple ways of meaning‑making and build tactical relations for purposes of collective action. Furthermore, the use of online role play collaborative arguments facilitated a shift from “ascribed” to “achieved” identities where students did not only become aware that they were dealing with issues larger than individual perspectives, associated with school, family, culture and the legal system, but also that there need for them to take part in the civic action."]
["Quality Elements of After-School Programmes: A Case Study of Two Programmesin the Western Cape Province of South Africa",2021,"http://dx.doi.org/10.15700/saje.v41n3a1874 ","Ndlovu, M., & Simba, P.","South African Journal of Education","The qualitative case study reported on here was commissioned and funded by the Western Cape Government (WCG) in partnership with the Cape Higher Education Consortium (CHEC) to inquire into attributes of well performing after-school programmes (ASPs) within the Western Cape province of South Africa. The research question of the study was: What quality elements of ASPs can be identified in 2 purposefully selected ASPs in the Western Cape province? In the multiple (double) case study we used interviews and archival data from the 2 ASPs. Using Mott's Theory of Change (ToC) framework and Socio-Cultural Learning (SCL) theory as analytical lenses, we found that adaptability, strong management, staff commitment, involvement of current and former learners, family involvement, multi-stakeholder partnerships, continuous programme funding, and monitoring and evaluation were central to the success of the ASPs. Upscaling and replication efforts in the province and similar contexts should seriously consider embedding these quality elements in their logic models."]
["An Investigation of the Relationship between Academic Numeracy of University Students in South Africa and Their Mathematical and Language Ability",2020,"https://doi.org/10.1007/s11858-019-01063-7","Prince, R., & Frith, V.","ZDM: The International Journal on Mathematics Education","In South Africa many school-leavers are underprepared for higher education, especially in academic literacies, including numeracy. It is important for higher education to identify the students most vulnerable to failure in coping with the numeracy demands of the curriculum, so that resources available for interventions can be most fairly used. To this end, we seek to answer the question: ‘What is the relationship between students’ academic numeracy and their mathematical and language competence.’ We investigate the relationship between students’ academic numeracy scores (on a test reflecting the expectations of higher education) and their writing of four school-leaving examinations that reflect most directly mathematical competence and language ability. In a sample of 7464 students, only 13% had numeracy test scores that were classified as proficient, almost all of whom had studied Mathematics and English Home Language. Almost 90% of those who took Mathematical Literacy and English First Additional Language achieved scores in the lowest category. Comparing the test score distributions of groups of students defined in terms of the mathematics and language school subject combinations, reveals that mathematics competence and language ability are equally related to students’ academic numeracy. The results indicate the need for curriculum reforms in schools and in higher education. Ideally, development of students’ academic numeracy should be infused in the teaching of the disciplinary discourses. The effectiveness of interventions intended to improve academic numeracy will be enhanced if they focus not only on quantitative competence but also on language development."]
["Dual Apprenticeship in Benin: Between Theory and Practice",2020,"https://doi.org/10.30918/AERJ.81.19.054","Bankolé, R. A., & Nouatin, G. S.","African Educational Research Journal","This paper discusses the effect of the dual apprenticeship or Certificate of Professional Qualification (CQP) program on the CQP students and graduates in Benin. The study sought to understand how dual apprenticeship was introduced in formal TVET system and how the dual training is provided in Benin context. This research was conducted on the descriptive qualitative method through three techniques. First, literature analysis was used to review the existing literature on Benin dual apprenticeship. Secondly, individual semi structured interviews were conducted to collect data from actors of the public and private institutions. Third, direct observation data were collected through on-site visits in the training centres. In total, 30 persons were interviewed using purposive and snowball samplings. The social constructivism theory, learning theory and the nested layer approach were used to analyze data. Results show that the Develop A Curriculum method was used to develop 13 craft occupations in which Benin dual apprenticeship is offered. CQP apprentices show positive effects on the skills acquisition. However, the CQP training does not follow the requirements regarding the principle of duality. The lack of the collaboration between training providers does not increase the commitment and the participation of the master craftsmen/women. The assessment plan does not evaluate the skills achieved in the master workshops. Although Benin dual apprenticeship builds the social cognitive capacities of the apprentices, the skills achievement of the CQP apprentices is not sustainable due to the intensive method used to train apprentices and because of the lack of materials and work equipment in the master workshops."]
["Social Action Learning: Applicability to Comrades in Adversity in Nigeria",2020,"https://doi.org/10.1080/14767333.2020.1712848","Ogun, A., Braggs, R., & Gold, J.","Action Learning: Research and Practice","The paper considers the learning of former abductees in Nigeria who enrolled on the New Foundation School University Preparatory (NFSUP) programme at the American University of Nigeria (AUN). The research question is: Can action learning enable a holistic evaluation of the student learning experiences of former terrorist abductees on a university preparatory programme at the AUN? The methodology employed is based on the praxeology of action learning, combined with grounded theory. Literature relating to abduction, stigmatisation and exclusion are considered along with coverage of the Boko Haram abduction of Chibok school girls in Nigeria. Findings show action learning enables student engagement, promotes confidence, encourages social and emotional learning and provides a forum for feedback from NFSUP students. This paper could also be relevant for preparatory and transformational courses in a wider community that includes refugees, internally displaced persons, child soldiers, teenage victims of trafficking and sexual grooming. Action learning probably enables a more holistic evaluation of student learning than Course Experience Questionnaires. A hybrid of both approaches should be considered by educational institutions as an assessment tool."]
["Cloud-Based M-Learning: A Pedagogical Tool to Manage Infrastructural Limitations and Enhance Learning",2020,"https://files.eric.ed.gov/fulltext/EJ1268798.pdf","Okai-Ugbaje, S., Ardzejewska, K., Imran, A., Yakubu, A., & Yakubu, M.","International Journal of Education and Development Using Information and Communication Technology","The concept of blending mobile learning and cloud computing (cloud-based m-learning) is potentially a strong fit for higher education in developing countries with inadequate infrastructure. Notwithstanding the potential benefits, while a substantial number of theoretical studies exist, there are limited studies focusing on the practical implementation of such learning opportunities. Leveraging on the success of mobile technology in Nigeria, this study proposes a contextual cloud- based m-learning model. To explore the suitability of the proposed model in practice, a case study based trial was conducted using a blended approach, in which m-learning complemented the traditional teaching and learning in a Nigerian university. Applying the principles of social constructivism and the theory of optimal experience (Flow), learning was designed to be collaborative, motivating and engaging. Data were collected via questionnaire and observation of 208 undergraduate students. The outcome of the trial showed that cloud-based m-learning offered practical solutions to the limited IT infrastructure at the university and allowed for the merits of student-centered learning to be gradually introduced. This had a positive self-reported impact on students’ learning. This study demonstrates how cloud-based m-learning exploiting local opportunities, can be effectively implemented to enhance learning in higher institutions with a paucity of resources."]
["Student Engagement and Perceived Gains in Transnational Education in Ghana",2021,"https://doi.org/10.1108/IJCED-11-2020-0085","Owusu-Agyeman, Y., & Amoakohene, G.","International Journal of Comparative Education and Development","Purpose Following recent calls for partner institutions to address the seeming weaknesses in transnational education (TNE) delivery especially in host institutions, this article was developed to generate new insights into how student engagement could explain perceived gains in TNE in a host university in Ghana. Design/methodology/approach A quantitative research design was used to gather and analyse data from students (n = 197) who were enrolled in different masters' programmes with three different TNE partners from Europe. We relied on a survey to collect data from participants who were sampled by way of simple random sampling method. Consequently, the data was analysed using structural equation modelling. Findings Results revealed that the psychological, behavioural and sociocultural perspectives of student engagement have positive effect on students' perceived gains in TNE. Across the findings, student–lecturer engagement, student' assessment, students' sense of belonging and peer engagement demonstrated strong positive effect on students' perceived gains in TNE. The study further revealed that a supportive campus environment and cross-cultural interaction among students enhance students' sense of belonging. Originality/value The findings of this article add to an emerging body of literature that suggest that student engagement provides rich information for enhancing the experiences of students who enrol in TNE programmes. Additionally, by integrating supportive campus environment as part of the multidimensional construct which has not been addressed in previous TNE student engagement literature, this shows the significance of institutional structures and commitment to supporting student engagement."]
["Implementing Strategies of Entrepreneurship Education in Zimbabwe",2020,"https://doi.org/10.1108/ET-03-2020-0068","Mawonedzo, A., Tanga, M., Luggya, S., & Nsubuga, Y.","Education & Training","Purpose The aim of this paper is to explore how the strategies of entrepreneurship education in clothing and textile programmes are implemented in selected Technical Colleges in Zimbabwe. Design/methodology/approach A qualitative research approach was adopted for this paper. Purposive sampling technique was used to collect data from 42 participants through in-depth interviews and focus group discussions. Findings The findings show that there were two principal strategies that are used by lecturers in technical colleges, where entrepreneurship education is taught. The findings reveal that the implementation of the lecture method in most of these colleges deviates remarkable from each other. Given the socioeconomic and linguistic backgrounds of the learners, lectures are delivered in both English and the dominant local language, and the notes are written on the blackboard. Experiential learning, which is the placement of students in textile and clothing industries, was revealed to be another strategy, which was not achieving the intended results as most of the students were engaged in unrelated activities. The implementation of the two methods fall short of internationally recognised and pedagogically acceptable strategies that ought to instil the necessary skills in students to become future entrepreneurs in the textile and clothing industries in Zimbabwe and in Africa. Research limitations/implications One of the limitations of the paper is that data was not collected from production managers from the clothing manufacturing industry and from the Ministry of Higher and Tertiary Education officials, especially those from the Curriculum Development Unit. However, the core of this paper is on implementing strategies from the perspectives of lecturers and students. Another limitation of the paper is that data was collected only from three technical colleges in Harare, Manicaland and Midland provinces. There are a total of nine such colleges in Zimbabwe. Nonetheless, since this a qualitative paper, its aim is not to generalise its findings but to provide in-depth and rich information about implementing strategies in Clothing and Textile programmes in selected TVET colleges. Originality/value The paper presents some pertinent recommendations to enhance a better implementation of the strategies used in entrepreneurship education to ensure that upon graduation, graduates can be self-employed and create jobs. This could help in curbing the high unemployment rate in Zimbabwe as well as in Africa in general."]

{"sheet":"5 - Asia","index":28,"n_rows":43,"n_cols":6,"rows_kept":43,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q5: How can the practice and culture of teaching become more learner-centered?\nRegion: Asia",null,null,"Total:",{"$f":"COUNTA(B3:B1014)","v":41},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Learning from a Small State's Experience: Acknowledging the Importance of Context in Implementing Learner-Centred Pedagogy",2015,"https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/6940","Di Biase, Rhonda","The International Education Journal: Comparative Perspectives","The challenges of implementing learner-centred pedagogies have been well documented, noting that many reform efforts fail to consider important contextual factors. With attention to the disparity between policy and practice, this study investigated the conditions under which teachers can enact learner-centred pedagogy in the Maldives using design-based research; a theoretically oriented, participatory methodology exploring practical solutions in real-world settings. Working collaboratively with teachers from an island school, a pedagogical intervention based on learner-centred principles, was designed to fit the Maldivian context. This article discusses the process of implementing the intervention, the challenges influencing its use, and the particular contextual factors impacting on learner-centred reform. Analyses of the research data and the reflection on the research process, highlight the importance of addressing the particularities of small states in the development of educational interventions and reinforces the need for close attention to contextual factors within reform efforts."]
["Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance mid-term performance evaluation",2017,"https://docs.google.com/viewerng/viewer?url=https://vdocuments.site/google-reader?url{\\%}3D497a2c0b89beb08fcd4d593eb29dc76c97c5de7ce004f81b95d2b08a37c14ed71688c697f233262228b6f884d721e22765f9bf8c884862c5786258d00e368dfa4SDoS3qVdrqBDpWtabeXjPHTKSCLkEbcrfO9w9i","Dunworth, William","Management Systems International","Launched in September 2015 and continuing through September 2020, the Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance is managed by Arizona State University (ASU) on behalf of the US Agency for International Development (USAID). Based on the pillars of institutional policy, quality, curriculum, faculty innovation and technology, BUILDIT leverages deep and diverse government-industry-academic partners that share a goal of tightly linking science, technology, engineering and math (STEM) instruction in Vietnamese higher education institutions to the needs and capabilities of industry partners to produce graduates who can lead inclusive, technology-based growth. The rapid adoption of educational innovation will be driven by the input of key stakeholders through their participation in semi-annual Solutions Councils managed by the project. A network of maker innovation labs will support curricular innovation, providing students and faculty with a venue to implement the applied-problem and project-based curriculums being developed. The Higher Education Learning and Innovation Exchange (HELIX) portal will serve as a web-based repository for educational assets, resources and faculty training and development tools. To achieve these ends, BUILD-IT has the three development objectives: ‚Ä¢ Objective 1: Strengthen Higher Education Policy ‚Ä¢ Objective 2: Improve Academic Programs and Outcomes ‚Ä¢ Objective 3: Enable University ‚Äì Private Sector Collaboration"]
["The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students",2004,"http://journals.sagepub.com/doi/10.1177/1469787404040463","Gibbs, Graham; Coffey, Martin","Active Learning in Higher Education","This article reports a study on the effectiveness of university teachers' training involving 22 universities in 8 countries. A training group of teachers and their students were studied at the start of their training and one year later. A control group of new teachers received no training and both they and their students were studied in the same way. Evidence is reported of changes over time relating to three measures: (i) student ratings of their teachers using six scales from the Student Evaluation of Educational Quality questionnaire (SEEQ) and the ‚ÄòGood Teaching' scale of the Module Experience Questionnaire (MEQ); (ii) the extent to which teachers described themselves as teacher-focused and student-focused in their approach to teaching, using two scales from the Approaches to Teaching Inventory (ATI); and (iii) the extent to which these teachers' students take a surface approach and a deep approach to learning, using two scales from the MEQ. The article reports evidence of a range of positive changes in teachers in the training group, and in their students, and a contrasting lack of change, or negative changes, in untrained teachers from the control group."]
["Learner Centered Higher Education in East Asia: Assessing the Effects on Student Engagement",2013,"https://www.emerald.com/insight/content/doi/10.1108/IJEM-06-2012-0072/full/html","Hallinger, Philip; Lu, Jiafang","International Journal of Educational Management","Purpose: The global expansion of higher education has brought about more ambitious educational goals that require new approaches to curriculum, teaching, and learning. While higher education in East Asia is no exception to this trend, it has been observed that both teachers and learners in the region have adhered to a strong tradition of lecture-based instruction. An underlying research question concerned the responsiveness of East Asian students to learner-centered education. The purpose of this paper is to examine the extent to which learner-centered education can be implemented successfully in the East Asian higher education context. Design/methodology/approach: This study presents a quantitative study informed by a description of the context for implementation. It adopts a quasi-experimental, multiple time series design and examines the process and effects of change in teaching and learning at a graduate school of business (GSB) in Thailand. The GSB implemented a variety of active learning methods that were explicitly designed to increase student engagement. Descriptive statistics, as well as mixed effects models, were used to analyze student course evaluation data over a several year period. Findings: Active learning methods could be implemented in the context of an East Asian high education institution and they entailed positive change in student engagement over time. Originality/value: The paper's results support assertions that Asian students respond positively to well-designed instructional methods that seek to foster active learning."]
["Mid-Term Evaluation of the Higher Engineering Education Alliance Program (HEEAP)",2013,"https://pdf.usaid.gov/pdf_docs/PDACX675.pdf","JBS International Aguierre Division","USAID","The Higher Engineering Education Alliance (HEEAP) program aims to transform engineering education in Vietnam from what is described as passive theory-based instruction to active project-based instruction\" with the goal of producing \"work-ready\" graduates for the country's booming high-tech sector. The principal development intervention employed to achieve HEEAP's goals was annual training sessions on active learning and curriculum design. Three cohorts totaling 123 Vietnamese lecturers were selected to attend a 6-week training program in Arizona each summer from 2010 to 2012. Three related interventions were designed to assist training participants with promoting changes at their home institutions: (1) a faculty reform project conducted by small groups that were formed during the training and completed after the participants returned; (2) a mentoring system established in conjunction with the faculty projects to support the change process HEEAP aimed to achieve at each university; and (3) a component for leadership outreach and socialization to aid institutional reform. A corollary objective of HEEAP was to help Vietnamese institutions advance toward international accreditation through the Accreditation Board for Engineering and Technology (ABET). The intent of the evaluation was to produce a forward-looking assessment whose findings and recommendations could be incorporated into follow-on programs. The Scope of Work (SOW) identified three focus areas for evaluation: (1) project achievements -- the success of HEEAP in advancing cutting-edge instruction, providing a relevant and up-to-date curriculum, improving undergraduate learning outcomes."]
["Challenges of Applying a Student-Centered Approach to Learning in the Context of Education in Kyrgyzstan",2009,"https://linkinghub.elsevier.com/retrieve/pii/S0738059309000029","de la Sablonnière, Roxane; Taylor, Donald M.; Sadykova, Nazgul","International Journal of Educational Development","The challenge of maximizing student learning has been paramount in many societies. This issue has become especially salient in the context of drastic social and political changes that have taken place in countries such as Kyrgyzstan. Since the collapse of the Soviet Union, teachers and students are confronted with new ways of thinking, which are challenging their understanding of how to promote efficient learning. In this paper, the challenges of applying and developing a new approach to learning, the student-centered approach, will be discussed within the framework of a Normative Theory of Social Change."]
["Implementing a Student-centered Learning Approach at Vietnamese Higher Education Institutions Barriers under Layers of Casual Layered Analysis (CLA)",2010,"https://jfsdigital.org/articles-and-essays/2010-2/vol-15-no-1-september/articles/implementing-a-student-centered-learning-approach-at-vietnamese-higher-education-institutions-barriers-under-layers-of-casual-layered-analysis-cla/","Thanh, Pham Thi Hong","Journal of Future Studies","This article applies Casual Layered Analysis (CLA) (Inayatullah, 2004) as a framework to examine factors that affect applying a student-centered learning approach in Vietnam. The Four layers of CLA help disclose weaknesses in the current traditional learning approach, causes that create the problems and hidden beliefs that keep traditional perceptions about learning permanent. The results reveal that changing the students' present learning approach to student-centeredness does not need a new collection of principles to be imposed on learners. Rather, there need to be changes in both school infrastructures and people's perceptions. Further studies need to be conducted to determine how to implement these changes so that the new approach can be implanted successfully in the local context."]
["Democracy Through Learner-Centered Education: a Turkish Perspective",2009,"http://link.springer.com/10.1007/s11159-008-9112-1","Yilmaz, Kaya","International Review of Education","Aimed at documenting the problems and constraints confronting learner-centered instruction in Turkey, this article first explains the link between democracy and education and the role of learner-centered instruction in realizing democratic ends. By drawing on John Dewey's ideas and Turkish scholars' perspectives on Turkish education, the article then presents the problems and constraints that pose threats to the implementation of learner-centered instruction in Turkey. The author also explains the problems within the Turkish educational system and teacher education programmes, and the challenges that in-service teachers and students may experience with learner-centered instruction."]
["Experiential Philanthropy in China",2020,"https://doi.org/10.1080/15236803.2019.1667185","Li, H., McDougle, L. M., & Gupta, A.","Journal of Public Affairs Education"]
["Developing Self-Regulated Learning Skills in University Students Studying in the Open and Distance Learning Environment Using the KWL Method",2020,"http://hdl.handle.net/11599/3261","De Silva, D. V. M.","Journal of Learning for Development","Open and Distance Learning (ODL) is considered an important strategy for increasing educational access. However, students learning in ODL environments face many challenges. Studies have indicated that students with self-regulated learning (SRL) skills are more likely to succeed in ODL environments. Studies have demonstrated that through instructional strategies, tutors can teach and help improve SRL skills. This development of SRL skills may lead to reduced drop-out rates. To examine the suitability of SRL skills development strategies, the researcher of this study utilised a KWL (What I Know, What I Want to Know, What I Learned) method in the ODL environment in Sri Lanka to help develop SRL skills in university students. This study adopted an action research approach, and twenty-four (24) Bachelor of Education students and three (03) educators at the Open University of Sri Lanka were the participants. Zimmerman & Moylan's (2009) self-regulated cycle of learning model was used for the intervention. A Motivated Strategies for Learning Questionnaire (MSLQ,1991) was administered to measure students' SRL skills. Observations, reflections, and focus group discussions were used to collect qualitative data. The study's findings indicated that the KWL method contributed to the improvement of selfregulated learning skills among student participants."]
["Technology Enhanced Learning Analytics Dashboard in Higher Education",2022,"https://doi.org/10.34190/ejel.20.2.2189","Jayashanka, R., Hettiarachchi, E., & Hewagamage, K. P.","Electronic Journal of E-Learning","During the COVID-19 pandemic period, all the Sri Lankan universities delivered lectures in fully online mode using Virtual Learning Environments. In fully online mode, students cannot track their performance level, their progress in the course, and their performances compared to the rest of the class. This paper presents research work conducted at the University of Colombo School of Computing (UCSC), Sri Lanka, to solve the above problems and facilitate students learning in fully online and blended learning environments using Learning Analytics. The research objective is to design and create a Technology Enhanced Learning Analytics (TELA) dashboard for improving students’ motivation, engagement, and grades. The Design Science research strategy was followed to achieve the objectives of the research. Initially, a literature survey was conducted analyzing features and limitations in current Learning Analytic dashboards. Then, current Learning Analytic plugins for Moodle were studied to identify their drawbacks. Two surveys with 136 undergraduate students and interviews with 12 lecturers were conducted to determine required features of the TELA system. The system was designed as a Moodle Plugin. Finally, an evaluation of the system was done with third-year undergraduate students of the UCSC. The results showed that the TELA dashboard can improve students' motivation, engagement, and grades. As a result of the system, students could track their current progress and performance compared to the peers, which helps to improve their motivation to engage more in the course. Also, the increased engagement in the course enhances the student’s self-confidence since the student can see continuous improvement of his/her progress and performance which in turn improves the student’s grades."]
["The Role of Extra-Curricular Activities in Increasing Student Engagement",2021,"https://www.emerald.com/insight/2414-6994.htm","Munir, S., & Zaheer, M.","Asian Association of Open Universities Journal","Purpose The first objective of this study is to review the mechanism of conducting extra-curricular activities (ECAs) in the open and distance learning (ODL) setting. To achieve this objective, the procedure of ECAs at the Virtual University of Pakistan has been studied. The second objective of this study is to find the impact of ECAs on student engagement. Design/methodology/approach This is a cross-sectional quantitative study. The questionnaire has been used to collect the data. The purposive sampling technique has been used, while this study's sample size is 970. An independent sample t-test has been used to find the difference between the groups. Findings This study shows a significant difference between the engagement levels of students who have been part of any ECA at university compared to the students who never participated in any ECA. Research limitations/implications The results have been derived from the data gathered from one university only that might hinder the generalizability of the findings. The same study can be conducted in other ODL institutions to authenticate the findings. Practical implications This study will help in realizing the policymakers of ODL about the importance of ECCAs. This study has also discussed an existing system of conducting ECCAs in an ODL setting that can be generalized and implemented across all the ODL universities to enhance student engagement. Originality/value This study has highlighted the importance of ECAs in ODL institutions that have been neglected since forever. This study is novel because it has highlighted the importance of social interaction of students in ODL and its relation with student engagement that has not been highlighted by any study so far."]
["Use of Word Clouds for Task Based Assessment in Asynchronous E-Language Learning",2021,"http://www.mextesol.net/journal/public/files/98aa5b20f00b44c62c9b1210cf526c2b.pdf","Perveen, A.","MEXTESOL Journal"]
["Online Aviation Learning Experience during the COVID-19 Pandemic in Hong Kong and Mainland China",2022,"https://doi.org/10.1111/bjet.13185","Ng, D. T. K.","British Journal of Educational Technology","The COVID-19 pandemic has triggered an unexpected digital revolution, speeding up universities' digital transformation worldwide. It has brought heavy disruptions to travel and mobility worldwide, but it drives the opportunity for hosting region-wide or even international academic exchanges through learning programs, workshops, and conferences via an alternative online mode. This study reports on a case study of a 1-month online aviation learning program that engaged 108 university students from Mainland China and Hong Kong during the lockdown. At first, we first recruited students in Hong Kong; however, the program registration was unsatisfactory. This could be attributed to the students' perceived future aviation career prospects and readiness of emergent remote teaching during the pandemic. In the program, we designed an alternative blended learning approach to attract students to sustain their aviation learning. First, we transformed the activities from face-to-face (F2F) to online settings using digital technologies including flight simulation and virtual visits in a web-conferencing environment. Second, we extended the reach of the event and attracted a larger audience in the neighbouring regions in Mainland China. It turned out that we could successfully recruit 108 students from 20 cities. In the end, students' interviews and motivational surveys indicated that this online learning experience could effectively enhance students' knowledge and motivational gain. Since the government has relaxed the policy of homeschooling, we organised two F2F meetings for students in Hong Kong to connect them together. This blended mode of teaching favoured the students in Hong Kong who showed a greater motivation than those in Mainland China. Furthermore, follow-up interviews for teachers revealed how they invest in new technological equipment and knowledge to support the radical changes. Overall, the virtual event eliminates geographical barriers which successfully motivate a larger audience and gain some online collaboration between universities. This article offered useful evidence for engineering educators to reflect on online informal learning, lab settings and academic exchanges, and motivate more students to revitalise aviation education and industry."]
["Autonomous Learning Activities: The Perceptions of English Language Students in Indonesia",2021,"https://doi.org/10.14527/pegegog.2021.00","Khulaifiyah, Widiati, U., Anugerahwati, M., & Suryati, N.","Pegem Journal of Education and Instruction","Autonomous learning is a process to be aware of taking control of learning. Yet, little attention is directed to exploring English language students’ perceptions of autonomous learning. This study aims to explore students’ perceptions of autonomous learning and students’ proposed activities during the initiative, monitoring, and evaluation process in raising autonomous learning in the teaching-learning process. This study used a case study and a content analysis in the qualitative research. Seventeen students from the English language department of a private university in Pekanbaru, Indonesia participate using a structured interview in the study. The results revealed that the students perceived autonomous learning as fully independent learning, a learning situation with their own target, style, and strategies without teachers’ assistance or without interference from outside parties or anywhere else. The activities students’ proposed include getting assignments, getting the course outline, getting what students need, having guidance, getting innovative and creative tasks and activities, getting motivation, having feedback, having reward along with getting a warning, having a negotiation, having references of material, sharing experiences, checking students’ performance, having an innovative project and getting regular measurements, doing negotiation, and doing publishing work. Yet, getting assignments is the proposed activity in all processes of learning. This study concludes with suggestions for teaching and learning programs that students’ metacognitive knowledge about autonomous learning need to be improved since it enhances students’ competency and learning autonomy, primarily in monitoring and evaluating along with teachers’ support at all stages. Keywords: autonomous learning, evaluating, initiating, monitoring, student’s perception."]
["Organizing Experiential Learning Activities for Development of Core Competences of Technical Students in Vietnam",2019,"http://dx.doi.org/10.13189/ujer.2019.070129","Kim, O. D. T.","Universal Journal of Educational Research","The transition towards a sustainable economy has given a new term “green competences”. Green competences build upon the foundation of core competences including literacy, numeracy, communication, teamwork and problem-solving-which along with awareness of environmental issues and entrepreneurship, facilitate lifelong learning and adaptability to environmental change (Marsden, Medhurst & Irving, 2014) [1]. Organizing experiential learning activities is not new to the learning environment in higher education institutions in the world. However, it would be a new approach to some cultures like Vietnam， where most of students are not familiar with studying in proactive and experiential ways. Experiential learning activities provide students with opportunities to self-construct their competences from experience. This article describes a brief theoretical approach to core competence and experiential learning activities (Project-Based Learning, Learning Games) for developing core competencies (problem-solving, teamwork) of technical students at Ho Chi Minh City University of Technology and Education (HCMUTE) in Vietnam. In addition, qualitative (observation and interview) and quantitative methods were used to describe a progression of improving core competences of technical students. Finally, minor suggestions for lecturers to develop core competences of technical students through organizing experiential learning activities by carefully considering a consistency of learning outcomes, teaching-learning activities and assessment according to the “Conceive Design Implement Operation” (CDIO) approach to engineering education at HCMUTE were given."]
["Experiential Learning Model: Improving Entrepreneurial Values through Internship Program at Start-Ups",2022,"https://doi.org/10.1108/HESWBL-01-2021-0014","Lantu, D. C., Suharto, Y., Fachira, I., Permatasari, A., & Anggadwita, G.","Higher Education","Purpose The development of teaching methods in the field of entrepreneurship education is a challenge for academics to achieve “real active learning.” This paper aims to investigate the effectiveness of learning experience through internship program at start-ups. This paper examines the benefits and challenges from stakeholders' experiences and perspectives (business students, start-ups and universities). The authors focus on the entrepreneurial values obtained by exploring start-up processes, culture and work environments. Design/methodology/approach This study uses qualitative research with a case study approach by applying experiential learning. The objects of this research are students of the School of Business and Management and start-ups in Indonesia. This study divides the pilot program of internship at start-ups into three stages, designing process, execution and evaluation. The analysis technique uses an interpretive approach from interviews and observations of internships based on experiential learning. Findings The results showed that the internship program at start-ups in this study has benefits for all major stakeholders, especially students. The results of student learning experiences show that start-ups' characteristics such as a creative work environment, egalitarian work culture and dynamic workflow flexibility can increase their professional and moral values. Research limitations/implications This study has several limitations, including the internship program designed in this study, which is still raw and has several shortcomings. Time series in testing experiential learning is another limitation. For further study, it is necessary to conduct longitudinal research to measure the effectiveness of the start-ups' internship program. Originality/value This study provides new insights on experiential learning in developing an internship program at a start-up as an effort to increase entrepreneurial value for business students. This study highlights the possibility that an internship program at a start-up will have an impact on students' entrepreneurial values and competencies."]
["Investigating the Students’ Experimental Design Ability toward Guided Inquiry Based Learning in the Physics Laboratory Course",2019,"https://files.eric.ed.gov/fulltext/EJ1201681.pdf","Sujarittham, T., Tanamatayarat, J., & Kittiravechote, A.","Turkish Online Journal of Educational Technology - TOJET","The goals of this advanced physics laboratory course emphasized not only to improve students' physics knowledge but also spectrum scientific abilities in particular for preparing their future-ready competencies. One of those scientific abilities was initiated to study that was \"the ability to design experiment\". It was the fundamental ability in help enhance students' higher order thinking in solving problems and self-operating their own labs scientifically. Besides, this corresponds to a crucial national policy of Thailand. There has been promoted innovative thinking skills to step onward driving the Thailand economy. This study was a preliminary report on the students' experimental design ability towards the students' learning engagement in a guided inquiry lab which involved to the physics concept of heat transfer. To investigate the ability, 18 senior-physics students enrolled the course were required to work in three groups of 4 to 6. In the investigation, a guided-inquiry lab set and worksheets were substantially designed and validated by three physics university lecturers who had teaching experiences for over 10 years. The guided worksheets were straightforwardly structured by considering five subabilities dealing with the ability to design experiment. Those worksheets were viewed as a lab report and also used as a main research tool to help follow and collect data about the students' experimental design ability. The key format of the worksheets was that guided inquiry questions and black spaces were contained. This aimed to actively engage the students in the experiment since (1) linking physics concept, (2) defining measurement variables, (3) clarifying an experimental procedure, (4) selecting equipment and materials, and (5) minimizing errors. In each of the five abilities, the students had to individually investigate the answers of guided-inquiry questions and then shared ideas with their groups till they could solve the main problem of the lab. Additionally, video recordings were collected to triangulate qualitative data of the students' learning engagement. From observation, we found that the students spent about 6 hours in total (3 hours for designing the experiment by working on answering the guided-inquiry questions and 3 hours for doing the experiment) to complete the experimentation. The most time-consuming (about an hour) was in the step of linking physics knowledge to formulate a situation in order to solve the problem. The result found that there were no students who could design the experiment to solve the problem correctly but all of them were able to formulate the situations relating to the solving problem. All experiments designed could be practical. The main difficulty was from the students' misunderstanding of heat transfer. They did not determine the heat transfer from all objects in the closed system. This was the most difficult point in enhancing this ability. Moreover, there were many unexpected sub-abilities: basic measurements, using scientific equipment, and also identifying variables. Besides, the students were required to self-assess their proficiency on a 4-point rubric test. The first-two lowest average scores were in items relating to the sub-abilities to link physics knowledge and to clarify an experimental procedure."]
["A Learning Design for Deep Learning for a Distance Teacher Education Programme",2021,"https://doi.org/10.56059/jl4d.v8i2.477","Bose, S.","Journal of Learning for Development","Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes."]
["An Exploratory Assessment of the Educational Practices during COVID-19",2021,"https://www.emerald.com/insight/0968-4883.htm","Kumar, V., & Verma, A.","Quality Assurance in Education: An International Perspective","Purpose This study aims to address the state of teaching-learning during the COVID-19 pandemic by assessing the pedagogies used, evidence collected, best practices used and technologies used for instruction by the academics in higher education institutions (HEIs). This study also analyses the impact of online academic motivation (OAM) and online academic amotivation of the teachers on the online student engagement (OSE) during the emergency remote teaching (ERT) period. Design/methodology/approach This study uses a mixed methodology by incorporating both qualitative and quantitative methods for analysis. Data used in this study have been drawn from a pool of educationists teaching in various HEIs in different parts of India (n = 900). Sentiment analysis, project map and mind map have been used to analyze the teachers’ experiences in the new teaching environment. Further, this study uses exploratory and confirmatory factor analysis and path analysis to measure and validate the study’s scales. Findings The combination of empirical and qualitative analysis captured the ERT model followed by the teachers. The overall experience of teachers regarding the online mode of teaching-learning is moderately positive. This study reports a direct positive and significant impact of teachers’ motivation on perceived student engagement in the online mode. Originality/value This research proposes and validates scales to measure perceived OSE and the teachers’ OAM. This study also establishes an impact assessment of the teachers’ motivation levels on the students’ engagement from an educator’s perspective."]
["Incorporating Linguistic Landscape into English Word-Formation Task in an English Morphology Course",2021,"http://dx.doi.org/10.15639/teflinjournal.v32i1/29-49","Kweldju, S.","TEFLIN Journal: A Publication on the Teaching and Learning of English","This exploratory case study focuses on the development and implementation of a task called the Inventive English Word Formation in Public Spaces for an undergraduate English Morphology course within the English Language Education program of a university in Indonesia. This task was created based on students’ feedback that they disliked the typical memory-based test, which was reported to have a significant strain on them. In that regard, this task was developed to replace the teacher’s lectures and achievement test to increase students’ learning engagement and understanding of the Word Formation theory. Students were asked to morphologically analyze how Indonesian people invented new English words in commercial signs in linguistic landscapes. Sixty students were involved in the task and they were put into groups of four. Each group was assigned to write a paper reporting how they identified and explained the types and subtypes of word-formation of the invented names. The findings suggested that although students found that the task was more meaningful and engaging than the usual learning procedure, the papers they produced showed that they were still not ready for the demand of academic reading and research skills associated with the task. This task, however, promises positive avenues that can be improved and explored in future studies."]
["Factors Affecting Learners’ Perception of E-Learning during the COVID-19 Pandemic",2022,"https://www.emerald.com/insight/2414-6994.htm","Perera, R. H. A. T., & Abeysekera, N.","Asian Association of Open Universities Journal","Purpose The purpose of this paper is to identify the factors affecting learners' perception of e-learning during the Coronavirus-2019 (Covid-19) pandemic. Furthermore, it investigates mechanisms that enhance students' engagement in e-learning, especially under the constraints created by the pandemic. Design/methodology/approach Quantitative research approach was used, and data were collected using a structured questionnaire. The sample consisted of 163 undergraduates registered at the Faculty of Management Studies of the Open University of Sri Lanka (OUSL). The structured questionnaire was designed taking into consideration learners attached to different regional centers and study centers of the OUSL. Findings As per the findings, performance expectancy, social influence, effort expectancy and service quality are the factors which have significant effects on students' “intention to use” e-learning as a method of pursuing education. Furthermore, it was observed that 65.6% of the students had access to technology through mobile phones, while 53.4% of the students had engaged in e-learning for the first time. This was mainly due to restrictions that were imposed during the Covid-19 pandemic. Practical implications The study will help in formulating policies and introducing procedures in relation to online teaching-learning models to be used by both teachers and learners, especially in similar pandemic situations in the future. Originality/value This study will assist to determine the effectiveness of the e-learning system used by the OUSL. The findings highlighted the importance of improving information technology (IT) facilities available at all the regional and study centers across Sri Lanka."]
["The Use of Activity, Classroom Discussion, and Exercise (ACE) Teaching Cycle for Improving Students’ Engagement in Learning Elementary Linear Algebra",2022,"http://dx.doi.org/10.30935/scimath/11405","Syarifuddin, H., & Atweh, B.","EUROPEAN JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION","The main focus of the study was to identify the the effects of the ACE teaching cycle approach on students’ engagement in learning of Elementary Linear Algebra. The Elementary Linear Algebra course was delivered at the Mathematics Education Study Program of State University of Padang, Indonesia. An action research methodology was adopted for the study and the constructivist theory was used as a theoretical framework. This study used mixed methods to collect, describe, and interpret the data. The data were collected through focus group discussion, classroom observations, and questionnaire. The participants in this study consisted of 37 students enrolled in the Elementary Linear Algebra course during the January-June 2011 semester. The ACE teaching cycle approach that was implemented in this study consisted of three steps. The first step in this cycle was the concept maps activity. This activity encouraged students to prepare for the topics that would be discussed in the class. The next step was classroom discussion which provided a social context in which the students could work together to solve mathematics problems. Finally, exercises were assigned as homework. In this part, students practised solving mathematics problems and wrote reflective journal. Students’ involvement in the ACE teaching cycle approach in the Elementary Linear Algebra course improved their engagement in mathematics learning in the three domains of cognitive engagement, affective engagement and behavioural engagement."]
["Evaluating Teacher Performance in Language Learning Classes: The Gap between Students and Department Administrators",2019,"https://doi.org/10.1080/13540602.2019.1625763","Wei, W., & Hui, S. K. F.","Teachers and Teaching: Theory and Practice","Using data from multiple evaluation instruments to evaluate university teachers’ teaching quality has been popular in practice; however, the inconsistency of these evaluation results has not received sufficient attention. This study intended to fill the gap by investigating the main reasons for the discrepancy in teaching performance that resulted from student evaluation surveys and classroom observations of two administrators from the English department in one of the largest universities in Vietnam. Student evaluation surveys (n = 604) suggested that teachers performed better in activities that focused on instructional techniques than when promoting classroom interaction and student engagement. Structural equation models further showed that activities that engaged them in learning and promoted classroom interaction had a strong positive effect on their overall satisfaction with their teachers’ performances. However, interviews with administrators from the department revealed the conflicting finding that they felt that teachers whose teaching performance was less satisfactory should focus primarily on instructional techniques."]
["Investigating Self-Regulated Learning Strategies for Digital Learning Relevancy",2021,"https://doi.org/10.32890/mjli2021.18.1.2","Anthonysamy, L., Ah Choo, K., & Soon Hin, H.","Malaysian Journal of Learning and Instruction","Purpose - The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology - A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings - The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance - This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed."]
["Exploring the Perception of Students Using Student-Centered Learning Approach in a Malaysian Public University",2020,"http://dx.doi.org/10.5430/ijhe.v9n1p204","Benlahcene, A., Lashari, S. A., Lashari, T. A., Shehzad, M. W., & Deli, W.","International Journal of Higher Education","This study investigated students’ perception towards language courses using student-centered learning approach at University Utara Malaysia (UUM). Students’ perception was measured through a model termed as environmental, cognitive, affective, and metacognitive mediation (ECAM) which is a common teaching and learning technique used in classroom activities. To assess the implementation of ECAM; qualitative analysis was conducted based on observations of students’ activities in two language courses. The findings of the study indicated that the students employed the techniques of ECAM model. However, cognitive mediation learning technique was extensively used by the students. Moreover, audio-taped interviews were also conducted with four voluntary undergraduate students. The findings from the interviews’ interpretation revealed that students also explicit positive viewpoints about student-centered learning approach."]
["Integrated Learning and Project-Based Learning for Project of Electrical Measurement and Instrumentations in Electrical Engineering Course",2020,"https://files.eric.ed.gov/fulltext/EJ1242181.pdf","Chaijum, N., & Hiranyachattada, T.","European Journal of Science and Mathematics Education","Using integrated learning and project-based learning can make correlation of knowledge and skills in order to make students apply the knowledge to become a new knowledge for creating project to be prepared for Thailand 4.0 with the topic electrical measuring instrumentation project with the Internet of thing. The research process divided into 3 parts: 1) topics analysis and objectives analysis for integrated learning 2) project-based learning for projects assignment and 3) Integrated learning and project-based learning. The sample were 18 4th year students in Electrical engineering manufacturing department, Bansomdejchaopraya Rajabhat University. The assessment stages were followed by 1) project proposal 2) project planning and design 3) project implementation 4) project evaluation and 5) project presentation and report. The result found that: students can create their electrical measuring instrumentation group's project from this learning method and the students' evaluation and feedback were agree with this learning model. In conclusion, leaning by using integrated learning and project-based learning can improve thinking skills, teamwork skills, use of technology and other skills related to their project topic such as microcontroller and computer programming also promoting students-centered and gives the opportunity to make discussion between students and lecturer to suggest and solve students problems."]
["Synchronous Collaborative Writing Instruction in a University EFL Context: Challenges and Solutions",2021,"http://dx.doi.org/10.18844/wjet.v13i4.6259","Chanwaiwit, P., & Inpin, B.","World Journal on Educational Technology: Current Issues","This study explored EFL instructors’ perceptions and practices to identify challenges of teaching synchronous collaborative writing (SCW) and then proposed solutions to the problems. The instructor survey of practices in online English writing instruction was sent to 52 instructors from 15 regional universities in Thailand; 51 responded to the survey and, after selection, 24 participants were included. Data also included classroom observations and interviews. The participants felt unprepared to teach SCW because of insufficient online pedagogical skills in engaging students in the classroom and a lack of technology skills in managing online classrooms, facilitating real-time collaborative writing and giving objective formative assessments. The findings suggest that EFL instructors improve their teaching quality regarding student engagement, goals, content, tools, classroom management strategies, instructor and student roles, SCW activities and assessment. These discoveries enable educators to develop contextualised guidelines for SCW practices and suggest initial preparation for EFL cyber education. Keywords: Online learning challenges, synchronous collaborative writing, EFL writing teaching practices, EFL writing instruction"]
["Mobile-Assisted Language Learning in Chinese Higher Education Context: A Systematic Review from the Perspective of the Situated Learning Theory",2022,"https://doi.org/10.1007/s10639-022-11025-4","Li, F., Fan, S., & Wang, Y.","Education and Information Technologies","Recent years have witnessed numerous systematic investigations on mobile-assisted language learning (MALL). However, very few research synthesis studies focused on the higher education context in mainland China. This paper provides a systematic review of the findings of 23 studies published between 2015 and 2020 in mainland China. The aim of this review is twofold: 1) to examine prevalent researched elements in extant MALL studies; and 2) to investigate ways in which the two original components of the Situated Learning Theory (SLT), including Legitimate Peripheral Participation and Communities of Practice (Lave & Wenger, 1991), have a bearing on MALL. This systematic review resulted in two major findings. First, five key researched elements were revealed, e.g., target language teaching areas, and adopted applications/software. Second, guided by the two original elements of SLT, four derived elements were identified, namely authenticity, social interactions and collaborations, apprenticeship learning, and beliefs and behaviours. The findings suggest the need to develop sound MALL pedagogies associated with sociocultural aspects of language learning in relevant contexts. This review study also provides insights into how Chinese language professionals and practitioners can improve curriculum design and resource development to adapt to future trends in MALL."]
["Evidence and Benefits of Postgraduate International Students-Staff Members Partnership in Extra-Curricular Activities: A Malaysian Perspective",2019,"https://doi.org/10.1080/07294360.2018.1436527","Nachatar Singh, J. K.","Higher Education Research and Development","The student engagement concept has been revolutionised so that students play an active role alongside staff members in determining their student learning experiences. Although the development of student–staff partnerships enhances student engagement and experience, empirical research on partnerships in Malaysia is scant. This paper contributes to the growing scholarly literature on such partnerships – in particular, exploring postgraduate international students and staff members’ partnership dimensions in extra-curricular activities at a research university in Malaysia. This qualitative study interviewed 33 postgraduate international students, 10 academic staff and 12 professional staff members. Based on the findings, the student–staff partnership model is well integrated into the extra-curricular activities: international students are invited to co-design and implement adjustment programmes for newly arrived international students. This paper also explores the multi-layered benefits of partnerships for postgraduate international students and for staff members. The implications of such partnerships for the university, international students and staff members are discussed."]
["Business Students’ Perspectives on Case Method Coaching for Problem-Based Learning: Impacts on Student Engagement and Learning Performance in Higher Education",2022,"https://doi.org/10.1108/ET-03-2021-0106","Song, B. L., Lee, K. L., Liew, C. Y., Ho, R. C., & Lin, W. L.","Education & Training","Purpose The aim of this study is to examine the experiences of business students on case method coaching for problem-based learning and its influence on student engagement and learning performance in the context of Malaysian private higher education. Design/methodology/approach This study applied quantitative method with a self-administered questionnaire survey was used to collect data from 410 undergraduate business students from five top private universities in Malaysia using convenience sampling. Structural equation modelling (SEM) was used to analyse the data, and five hypotheses were tested. Findings The findings reported that learning assessments, analytical skills, interpersonal skills and interdisciplinary learning have significantly influenced student engagement. Student engagement is positively correlated to the learning performance. Overall, the business students have positive perception on the case method coaching approach for problem-based learning as an effective learning tool in classroom. The case method coaching is able to garner students' interest in learning, improve engagement with peers and educators and enhance their learning performance. Practical implications Higher education institutions can leverage on effective planning and implementation strategies for case method coaching for problem-based learning through more effective coaching strategies, enhance education curricula, allocation of adequate resources, and qualified and trained business educators as coaches. Originality/value The present study provides new insights on coaching in business education. This study developed a new framework integrating features of case method coaching and problem-based learning to the outcomes of student engagement and learning performance within the context of business education."]
["A Scientific Writing Pedagogy and Mixed Methods Assessment for Engineering Education Using Open-Coding and Multi-Dimensional Scaling",2020,"https://doi.org/10.1007/s10798-019-09504-w","Tao, J., McClure, S. C., Zhang, X., Waqas, M., & Wen, X.","International Journal of Technology and Design Education","Assessments of new pedagogical practices usually rely on instructor oriented surveys and questionnaires to measure student perceptions of teaching methods; however, fixed response categories in structured questionnaires might bias results. This paper demonstrates a mixed methods approach using open and multi-dimensional scaling (MDS) for a student-oriented exploratory analysis and visualization of perceptions of teaching methods. A scientific writing and research methodology course is a required course for first year PhD students in software engineering and geo-infomatics at Wuhan University, China. PhD students attending this course came from countries whose first language is not English, and from a variety of software engineering and geo-infomatics domains. The problem therefore, was to elicit un-mediated perceptions of course assignment, reduce and generalize the resulting data for interpretation. A graphical visualization of themes emerging in student responses to two open-ended questions about an assignment provided a basis for inferring student interests and needs. In this course, an assessment of a task oriented problem-solving experience was implemented through a mixed method strategy incorporating qualitative methods, exploratory data mining techniques, and cartographic visualization. The visualization shows that participating students generally perceived the exercise as challenging, helped them understand journal requirements, and develop ways to survey texts to extract information. The results also suggested that this consensus breaks down in terms of each participant’s own goals, domain, and research interests. Unstructured questions, open coding, and MDS visualization might also prove to be helpful in the process of devising and assessing other student centered pedagogies."]
["Triple-Blend of Classroom Instruction, Online Facilitation and External Exposure: Outcomes and Challenges",2022,"https://doi.org/10.1177/09504222211030855","Wong, T. A., & Cheah, W. C.","Industry and Higher Education","This study examines the practice, outcomes and challenges of a “triple-blend” approach which combines the components of classroom instruction, online facilitation and external exposure. Examining this pedagogical approach provides guidance for improving the delivery of teaching and learning. The study takes a multiple case study approach, employing action research methodology. The authors are practicing lecturers and the five cases, drawn from a private institution of higher education in Penang, Malaysia, have an average of 13.8 students, comprise undergraduate and postgraduate classes, and cover business, social science and humanities disciplines. Quantitative and qualitative comparisons are made between student cohorts. Students’ behavior and performance are tracked using an online learning management system. The findings reveal that the deployment of the triple-blend approach on aggregate produces positive outcomes in terms of student engagement and performance. However, there are instances of negative outcomes, suggesting that other factors are at play apart from the choice of pedagogical approach. Discussion of the challenges in deploying this approach shows that the process is far from homogenous. Nonetheless, the overall perspective indicates a positive relationship between the triple-blend approach and positive teaching and learning outcomes. This study provides guidance for teachers on deployment challenges and best practices."]
["Testing ERE Cycle in Teaching Business Communication Courses: Experiential Learning Strategies",2019,"https://files.eric.ed.gov/fulltext/EJ1216811.pdf","Akhtar, R. N., & Hussain, N.","Journal of Education and Educational Development","Effective communication skills demonstrate the capacity and efficacy of any business graduate; however, the business industries have continuously raised their concerns on the lack of effective business communication (BC) skills, to serve the requirements of rapidly growing communication within and outside the organizations. Among many factors, teaching methods at higher education have been identified as a major factor that does not allow working skills to be developed. Scholars and researchers have tried to explore and test Experiential Learning (EL) techniques in teaching different courses of business administration programs. EL theory presents a playfield where learners can learn the best by doing (Kolb, 1984). Although business education around the world has already inculcated EL strategies into its system, in Pakistan EL theory is at its initial stage. In this regard, the researcher developed an ERE cycle which was based on Kolb’s (1984) EL theory and tested its impact on the grades of the students of oral and written communication skills. The study was conducted using one sample t-test in the paradigm of quantitative research. Three classes of BBA and MBA from oral and written communication courses were selected for this study. This research compared mean scores of these classes with the population mean over the last three years. The results showed a significant positive difference between the sample mean scores and population mean. The study proved that EL based ERE cycle could prove very effective in the enhancement of the skills of business communication students that were reflected in their performance in exams. The study aimed to provide communication faculty, trainers and institutes the opportunity to explore and utilize the effectiveness of the ERE cycle and perform further researches to extend the utilities of EL based teaching methods."]
["Entrepreneurship Education and Training in Indian Higher Education Institutions: A Suggested Framework",2021,"https://doi.org/10.1108/ET-10-2020-0310","Chhabra, M., Dana, L.-P., Malik, S., & Chaudhary, N. S.","Education & Training","Purpose The study aims to evaluate the components of entrepreneurship education and training (EET) in India. The paper proposes a framework for an effective EET regime for amalgamating entrepreneurship education as fundamental to mainstream higher education in India. Design/methodology/approach The current study utilises a qualitative research technique, that is, the narrative inquiry methodology based on in-depth interviews. The study respondents included sixteen educators who are actively engaged in EET and related activities for a minimum of ten years. Findings The study identified five broad “meaning units” or “themes,” that is, “incremental pedagogical efficiency and flexible evaluation systems,” “entrepreneurial experience of the faculty,” “extended support,” “holistic mentoring” and “experiential learning” as components of an effective EET regime. Originality/value The study will help the policymakers and higher education institutions (HEIs) revisit their policy frameworks and practices to promote entrepreneurial capacity and entrepreneurial intentions among students. The study will also help to gain deeper insights into EET components and will propose a framework for an effective EET regime based on its findings."]
["Impact of Field Visits on Students’ Knowledge towards Rural Development: An Empirical Study on Brac University",2021,"https://ssrn.com/abstract=3943153","Jahan, R., & Shamsuddoha, M.","Education Quarterly Reviews","The education system of the 21st century mainly accentuates on pragmatic and collaborative learning where field trip is one of the most prominent methods of learning. Considering this, Brac University arranges a lot of experiential learning activities. Visiting different programs of BRAC is one of them where every student of the university is taken to observe the development trends in rural areas of Bangladesh. This study explores the impact of those visits. The methodology of this research includes both qualitative and quantitative approaches. A survey was conducted where 200 students were selected who visited programs of BRAC. Subsequently, a focus group discussion was arranged where 40 students had taken part. The study shows that this field visit helps students becoming more attached to villages, and it inhibits a sense of responsibility among many of them. This research may help policy makers to design their curriculum more effectively in the future."]
["Implementation of Online Learning Program in Migrant Community: Teachers’ Challenges and Suggestions",2022,"http://dx.doi.org/10.17718/tojde.1050351","Lwin, S., Sungtong, E., & Auksornnit, V.","Turkish Online Journal of Distance Education","While several scholarship opportunities are available to Myanmar migrants and refugee students in Thailand, many students face difficulties finding affordable and convenient ways to prepare for university entry requirements. To provide lifelong learning opportunities for these marginalized young adults, flexible online learning programs can play a significant role. This exploratory qualitative case study presents the challenges hindering the implementation of an online learning program in Mae Sot, a Thai town on the border with Myanmar. The study also reports suggestions of the participants in dealing with challenges of online learning for migrant students. Nine administrators and teachers of migrant learning centers (MLCs) in Tak province participated in this study. Semi-structured interviews and document analysis were methods applied. Although the migrant community acknowledges the benefits and opportunities of online learning, MLCs have not yet fully implemented eLearning as a mode of education. There are particular challenges to effectively implement the online learning program in the migrant community. Six challenges are identified: accessibility, support services, attitude, networking, contents, and accreditation, along with solutions proposed by the participants. This study claims that lack of accessibility, attitude and networking in the community are the major barriers among the other challenges in the migrant community. In dealing with challenges, three main recommendations proposed by the participants were: to develop courses for the beginner level, to establish an online learning study center with suitable infrastructure and resources in the migrant community, and to have regular communications with the migrant education providers."]
["The Eve of the 1896 Revolution: Experiencing Philippine History through Immersive and Gamified Learning",2020,"https://www.legofoundation.com/media/1063/learning-through-play_web.pdf.","Moscoso, M. O., de Jesus, A. K. P., Abagat, R. F. D., Centeno, E. G., Custodio, R. R. D. V., Embate, J. M. L., Pine, E. J. M., Belano, Z. D., Crudo, E. R. P., Lopega, D. B., & Mangubat, L. J.","Asian Association of Open Universities Journal","Purpose Katipuneros RPG: Bisperas ng Himagsikan (Katipuneros RPG: The Eve of the Revolution) is an immersive and gamified theater that engages its “audiences” in the initiation rites of a secret revolutionary movement in the Philippines in 1896. This descriptive qualitative research evaluates such experiential approach to learning history by investigating the experiences and insights of a group of students from the University of the Philippines Los Baños (UPLB), who participated in Katipuneros RPG. Design/methodology/approach Textual data obtained from the participants' reflection papers and focus group discussion transcripts were analyzed using open and axial coding. Findings Three key themes summarized the participants' learning experiences as they went through the play, as follows: (1) Katipuneros RPG as an immersive, interactive and intrinsically motivating medium for learning history; (2) the knowledge, values and skills that served as facilitating factors for their learning and (3) the insights the participants gained about history and life in general. Practical implications The research argues that in Katipuneros RPG, learners take on a more active role in studying history as the “teacher” vanishes in lieu of a learning system the allows students to think critically, reflect and collaborate. The approach integrates elements of development theater, immersive play and gamified learning, as well as the principles of constructivist, play-based and multi-sensorial learning. Social implications As an innovative learning tool, it is a viable medium to teach history in the current socio-political context of the Philippines. Originality/value The study hopes to contribute to literature on pedagogical approaches for teaching and learning history through immersive environments."]
["Regular Farm Family Visits as an Approach to Community Engagement and Learning in Agricultural Higher Education: A Sri Lankan Experience",2021,"https://openjournals.libs.uga.edu/jheoe/article/view/1732/2707","Wijerathna, M., & Kopiyawattage, K. P. P.","Journal of Higher Education Outreach and Engagement","This study employed a mixed approach to evaluate the “regular farm-family visits” by undergraduate students of the Faculty of Agriculture, University of Peradeniya in Sri Lanka as a community engagement and learning approach. Data collection was done using a questionnaire survey with the students and structured interviews with the host farm families. The journals submitted by students on their learning experience were also examined as a qualitative measure. According to the results of the study, “farm-families” have served as a “social laboratory” for the students and both students and the community had been benefitted. Elements of community based learning, experiential learning, service learning and problem based learning were identified as the embedded characteristics of this learning approach. Identified strengths and limitations would be important to improve this pedagogical method of community engagement and learning in agriculture higher education."]
["The Effect and Influence of Undergraduate Research on Medical Undergraduates in China",2019,"https://doi.org/10.1002/bmb.21194","Huang, Q., Yue, Z., Lin, J., Zhang, Y., Yuan, S., Zhuang, Q., & Peng, C.","Biochemistry and Molecular Biology Education","Undergraduate research (UR) refers to a series of scientific research activities for undergraduates. For the past few years in China, medical colleges and universities have increasingly attached importance on UR, aiming to provide undergraduates with better scientific research conditions, improve their understanding about scientific research and their basic scientific skills. Chinese medical undergraduates participate in scientific research spontaneously. However, the specific effects of UR are still unclear. In China, few quantitative standards to evaluate the detailed roles and effects of medical undergraduates' UR are available yet. To explore how UR influences Chinese medical undergraduates' scientific research abilities and their individual development, we conduct a cross-sectional analytical study by anonymous self-administered questionnaires. The questionnaires access the scientific research capabilities and qualities of students. The results show that students who participate in UR are equipped with better self-evaluation of designing research projects, using statistical software, making figures and charts, evaluating experimental results and performing experiments than those who do not; and the students who persist in UR have the highest self-evaluation on the abilities mentioned above. Hence, through quantitative criteria, it can be concluded that UR can help Chinese medical undergraduates build interest in scientific research, develop scientific thinking and basic research capacities, and set a solid foundation for future research. © 2018 International Union of Biochemistry and Molecular Biology, 00(00):1–10, 2018. © 2018 International Union of Biochemistry and Molecular Biology"]
["Enhancing Instructional Leadership Using In-House Training",2020,"http://dx.doi.org/10.26634/jet.17.2.17099","Islam, M. R.","Journal of Educational Technology","This research is to investigate the role and function of in-house training to enhance the instructional leadership practices at the college-level higher education in Bangladesh. The existing policies regarding instructional leadership enhancement project is relatively unstudied and unpracticed in Bangladesh. To guide the study, an interpretivist paradigm and a qualitative research design are chosen to make sense of the complex social phenomenon of instructional leadership and in-house training. Again, the principals, vice-principals, heads of the department (HODs) and classroom teachers of five tertiary colleges of Pabna District were purposefully selected as participants. There are 8 semi-structured interviews for 5 principals and 5 vice principals, 10 HODs and 10 classroom teachers under central research questions. The gathered qualitative data were also analysed thematically. This study used various data triangulation methods to establish validity and reliability. All ethical consents were maintained very strictly. From the data analysis, the study finds that the instructional leadership practices can be enhanced through various cost effective inhouse trainings like workshop, seminar, professional conversations, motivational discussions, mentoring, coaching, and conferencing. Successful in-house trainings establish proper mindset, develop soft skills, and enhance academic and applied understanding and proficiency on instructional issues. The study also explores that the outcome of the in-house trainings would be far better if it could be arranged under the supervision and coordination of an external training provider. If it can be done, the faculty members can get the flavor of both external and in-house training."]

{"sheet":"5 - E&E","index":29,"n_rows":2,"n_cols":6,"rows_kept":2,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q5: How can the practice and culture of teaching become more learner-centered?\nRegion: Europe and Eurasia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":0},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]

{"sheet":"5 - LAC","index":30,"n_rows":8,"n_cols":6,"rows_kept":8,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q5: How can the practice and culture of teaching become more learner-centered?\nRegion: Latin America and the Caribbean",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":6},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Monitoring Student Performance through an Agile Project-Based Assessment Strategy for Distance Higher Education",2021,"https://doi.org/10.4018/IJDET.286739","Guadelupe, S. R., Freitas, D. P., De Carvalho, P. V. R., & Jatobá, A.","International Journal of Distance Education Technologies","This article presents an observational qualitative study regarding the use of agile methodologies in implementing project-based student assessment procedures in higher education courses. The study comprised 32 students enrolled in an online biology class in a public university in Rio de Janeiro, Brazil. Students underwent two types of activities: first using traditional project-based learning, second using an agile approach based on the EduScum methodology. Results demonstrated that the agile methodology enforced student engagement, especially collaboration aspects. Interactions between students and teachers became more acute and straightforward. Moreover, it became easier for teachers to monitor students' performance throughout the course. This study provides highlights to enable schools to improve students' assessment procedures in distance education courses."]
["The Perceived Effectiveness of Technical Vocational Education Training (TVET) Practices at an Urban Tertiary Institution in Preparing Their Students for the Advanced Workplace",2019,"https://www.proquest.com/docview/2238775242","Harvey, H. A.",null,"This study will be investigating the perceptions of the implementation and modelling of best practices in technical vocational education and training (TVET) areas of endeavour. Four lecturers from three selected programmes will be investigated see how well they are preparing their students to enter the technically advanced workplace in an urban tertiary TVET institute in Jamaica. It has been reported by employers that graduates' performance has been unsatisfactory in the sectors which require technically skilled professionals (HEART Trust, 2012).This investigation will incorporate a literature review of the apprenticeship system, and the current occupational training requirements as well consider competency based methods of teaching used in the TVET classroom. This will be in the context of career development theories, and constructivist and social learning theories. A qualitative research design method will be applied, using a case study approach. In addition to data collected from the lecturers, interviews, observation and focus group discussions with three groups of 15 students will also be collected. Additionally, the Director/ Principal of the Vocational Development Training Institute (VDTI) will be interviewed. Finally, a stakeholders' report based on employee attitudes in various industries will be used to attain their perspectives on the preparedness of the TVET graduates for the workplace.The results and recommendations will be used to evaluate the best practices of the TVET lecturers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]"]
["Innovating Education for Sustainable Urban Development through Problem Based Learning in Latin America: Lessons from the Citylab Experience",2020,"https://doi.org/10.5278/ojs.jpblhe.v8i1.2657","Coppens, T., Pineda, A. F. V., Henao, K., Rybels, S., Samoilovich, D., De Jonghe, N., & Camacho, H.","Journal of Problem Based Learning in Higher Education","This article discusses the challenges and opportunities identified in the implementation of the Citylab project in Latin America during the period of 2015-2018. The project was funded by the Erasmus+ Key action 2 programme of the European Union. The project aims to innovate teaching for sustainability in higher education institutions through Problem Based Learning (PBL). Opposed to traditional teaching methods, the pedagogical approach of PBL is a learner-centred approach that takes a complex problem as point of departure instead of existing established knowledge. Since application of such learning methods is limited in Latin America, the Citylab project attempts to introduce PBL in the existing curricula of 12 Latin American universities through the implementation and development of interdisciplinary Citylab modules focusing on sustainable urban development. First, the role of PBL in education for sustainability is discussed in a broader theoretical context. Second, the goals, implementation strategies and results of the Citylab project will be presented. Third, we highlight some critical issues and success factors experienced during the project. The findings of this paper are based on (1) self-reported questionnaires from the partners at the end of 2017; (2) on-site visits by the authors and expert visits; (3) focus groups, interviews and conversations with project leaders of the participating institutions during the project. Depending on the institution, the project results were varying in terms of innovation and upscaling potential. Critical factors were related to the role of the project leader in the organization, the flexibility of the implementation and cultural differences. Internal regulations created both incentives and disincentives for participation. Competitive elements in the project and available resources for equipment can act as stimulators in some cases. The challenge lies moreover in detecting windows of opportunities for change in order to accomplish curriculum reform and by doing so, pursue continuation of the PBL approach after the project’s horizon."]
["Promoting EFL Learner Autonomy in a Teacher-Centered Culture through Video-Sharing and Collaborating in Online Forums",2019,"http://dx.doi.org/10.5294/laclil.2019.12.1.5","Edwards, R., Holguín-Barrera, M. D., Ortiz, A. C., & Pérez, M.","Latin American Journal of Content and Language Integrated Learning","This action research was undertaken at a university language center in Ambato, Ecuador, as a result of concerns over the high level of teacher dependence among learners of English as a Second Language (EFL). The project aimed at assessing the development of autonomous learning behavior and the motivational impact of student collaboration on encouraging a change in student behavior toward autonomy. The participating students were 154 EFL students of lower advanced levels who engaged in a 5-week intervention addressed at encouraging autonomous listening comprehension practice through videos. Participants used the Moodle® platform to share videos with peers of the same level, who were also able to post comments on the content of the videos. Quantitative and qualitative parameters were used to assess the achievement of two objectives: the extent of the development of autonomous behavior; and the extent of the motivational impact of student collaboration on encouraging autonomous behavior. Analysis of participation showed development of student autonomy when measured against three of the four parameters used. Analysis of feedback showed the platform-based collaborative learning strategy had a significant impact on student motivation and engagement during the intervention. Feedback included the recommendation to extend and improve the intervention, while complementing it with a medium to allow greater interaction in real time."]
["“Minga,” Participatory Action, and Social Justice: Framing a Decolonization Process for Principled Experiential Learning among Indigenous Shuar Communities in Amazonian Ecuador",2019,"https://doi.org/10.1177/1053825918817871","Gadhoke, P., Sanchez, P. J., Zajkowski, M., Taylor, K., & Brenton, B. P.","Association for Experiential Education","Background: A case study of an undergraduate scholars program in New York and our long-term partnership with four Indigenous Shuar communities living in Morona-Santiago, Ecuador. Purpose: To introduce principled strategies for building an ethical experiential learning framework based on a decolonization process, Indigenous community work models and integrated perspectives from the multiple stakeholders involved. Method/Approach: A synthesis of academic literature, reflexivity as a team contending with our own decolonization processes, participant observation, and the in-depth interviews with key community members, drawn from semistructured interviews conducted from 2017 to 2018. Findings/Conclusion: The outcome of this synthesis were four distinct principles for a more holistic, ethical, and effective framework: shared investment, shared sense of accountability, pacts of reciprocity, and social bonds. The principles offered emphasize the critical dynamics of ensuring mutual benefit between university programs and Indigenous community partners within an experiential education context. Implications: These principles can be used by institutions to both evaluate the substance of their ethical relations and also develop socially just standards for community engagement and student mentorship when working with Indigenous communities."]
["Integrating Green and Sustainable Chemistry into Undergraduate Teaching Laboratories: Closing and Assessing the Loop on the Basis of a Citrus Biorefinery Approach for the Biocircular Economy in Brazil",2019,"https://doi.org/10.1021/acs.jchemed.9b00286","Zuin, V. G., Segatto, M. L., Zandonai, D. P., Grosseli, G. M., Stahl, A., Zanotti, K., & Andrade, R. S.","Journal of Chemical Education","One of the keys to achieving the United Nation’s Sustainable Development Goals (SDGs) in education is to introduce novel pedagogical strategies into university curricula in order to promote an enhanced acute sense of sustainability in future professionals, teachers, and decision-makers. This paper aims at analyzing the effectiveness of including green and sustainable chemistry on the basis of a systems thinking framework to introduce a glocal (global scale, local impact) hot-type topic in an experimental chemistry course for first-year undergraduate Chemical Engineering students from a public Brazilian university located in São Paulo state, Brazil. The enormous amount of waste generated locally by the citrus processing industry was used as a case study for a guided-inquiry laboratory experiment that addressed concepts found in interfaces with other systems, such as biorefineries, biocircular economies, and green technologies and professional education programs. On the basis of student feedback, the alternative procedure proved to be technically and pedagogically effective, showing that problem-based glocal issues can be useful tools for developing sustainability-minded future professionals. Additionally, a set of green and sustainable chemistry education (GSCE) principles composing a new metric called the Green and Sustainable Chemistry Education Compass Rose was proposed that could help educators develop and assess novel experiments to modernize and introduce the scientific concepts and tools needed to face the world’s greatest challenges."]

{"sheet":"5 - ME","index":31,"n_rows":6,"n_cols":6,"rows_kept":6,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q5: How can the practice and culture of teaching become more learner-centered?\nRegion: Middle East",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":4},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Learner-Centered English Language Teaching: Premises, Practices, and Prospects",2020,"https://iafor.org/journal/iafor-journal-of-education/volume-8-issue-1/article-1/","Badjadi, Nour El Imane","IAFOR Journal of Education","Although learner-centered education is claimed to have several learning gains, research suggests that teachers' attitudes and practices play a crucial role in promoting its prolific outcomes. This study examines the adaptation of learner-centered education and examines how it has been implemented in second language teaching by university teachers since launching an educational shift embodied in the learner-centered reform a decade ago. In so doing, a questionnaire was distributed to a random sample of 128 instructors. The data collected were analyzed through descriptive and inferential statistical analyses using the Statistical Package for Social Sciences SPSS 16.0 software. Meanwhile, interviews were analyzed qualitatively. The quantitative analysis of data provides a snapshot of instructors' attitudes towards Learner-centered education and the extent to which they implemented it in their courses. More importantly, the analysis of qualitative interview results outlines a ‚Äúcontextualized‚Äù framework that takes into account the conceptual nature of the global premises of Learner-centered education by linking them to teachers' perceptions and practices in a particular context. The findings provide insights into the dynamism of meeting college students' second language learning needs. The study further addresses the problems of designing teacher training that aims at promoting higher education second language learning in the Middle East and North Africa context."]
["Is Student-Centred Learning a Western Concept? Lessons from an Academic Development Programme to Support Student-Centred Learning in Iraq",2014,"http://www.tandfonline.com/doi/abs/10.1080/13562517.2013.827649","Jordan, L.; Bovill, C.; Othman, S. M.; Saleh, A. M.; Shabila, N. P.; Watters, N.","Teaching in Higher Education","This paper explores the idea that student-centred learning (SCL) is a concept and an approach that is internationally useful and transferable to a range of higher education settings. We present details of a British Council funded collaborative project between Hawler Medical University (HMU), in Erbil in the Kurdistan region of northern Iraq and the University of Glasgow (UoG) in Scotland, UK. The aim of this project was to support teachers within HMU to adopt SCL methodologies across the dentistry, medicine, nursing and pharmacy curricula. We use experiences and evaluation from this project to explore the ways in which different teachers interpreted and enacted SCL. The project evaluation findings demonstrate that as a result of the SCL project, most teachers at HMU demonstrated a slight increase in their level of confidence as a teacher, their level of understanding of SCL and confidence in their own skills to undertake SCL. There was a willingness from most participants to try to adapt their teaching practice towards an SCL approach. However, some participants did not fully understand the shift in conceptualisation necessary in adopting a student-centred approach and some were uncomfortable with the need for a shift of power from teacher to student implied within SCL. We conclude by highlighting the key lessons learned from this project related to the translatability of SCL from one global context to another, highlighting the need to re-examine a range of Western educational concepts in the current context of increasing transnational higher education partnerships."]
["Assessment and Instruction to Promote Higher Order Thinking in Nursing Students",2014,"http://dx.doi.org/10.1016/j.nedt.2013.08.013","Kantar, Lina D.","Nurse Education Today","Objectives: The dearth of data on the role of assessment in higher education formed the two purposes of this study: first, to explore assessment strategies commonly used in nursing education by analyzing the curriculum documents of three baccalaureate nursing programs in Lebanon against Bloom's Taxonomy of learning, and second to unravel issues of instruction and assessment by categorizing data into teacher- and learner-centered strategies. Design: Content analysis research technique applied to analyze the curriculum documents of three baccalaureate nursing programs in Beirut, Lebanon. Method: After obtaining IRB approval and consent to access the curriculum documents of the programs, data were analyzed using the content analysis research technique. Data on assessments and instruction were categorized into student-centered and teacher-centered. Findings: Data revealed deficiency in employing learner-centered strategies in the assessment and instruction of the three programs. There was evidence that educators of the programs focus on teaching content and examining retention, thus supporting prior notions on teaching to the test and accusations in earnest on adherence to the traditional and behavioral curriculum perspectives. Such curricula leave little room for the development of higher order thinking in learners. Conclusions: Although assessments are believed to be indicators of program and teaching effectiveness, there is relatively alarming information on the incompatibility between current assessment practices and demands of the workplace. There is an urgent need for transforming educators' beliefs, knowledge, and skills on testing, since teaching to pass a test could impede knowledge transfer and deter the development of learners' higher order thinking skills."]
["Current Teaching Methods in STEM Departments—A Road Map for Fundamental University Educational Reform: Evidence from Lebanon",2022,"http://dx.doi.org/10.1108/JARHE-09-2020-0307","Sabat, M., Abdel-Massih, R. M., Kanaan, A., Salloum, S., Serhan, M., Fares, R., Haddad, N., & Melki, A.","Journal of Applied Research in Higher Education","Purpose The purpose of this paper is to: (1) explore existing practices of STEM faculty at a private Lebanese university and (2) assess the extent of implementation of active learning among faculty members of selected STEM departments. Design/methodology/approach The Working Group on “Integrating Modern Scientific teaching methodologies in STEM” (IM-STEM) at a tertiary university in Lebanon advocates for novel research-based methods to enhance STEM education. This pilot study investigated, using a modified version of the Wieman and Gilbert “Teaching Practices Inventory”, the current teaching methods used by faculty members in selected STEM departments. Findings Remarkably, most respondents admit a willingness to incorporate new teaching methods. Main findings indicate that traditional teaching via didactic lecturing remains prevalent in the STEM classrooms at the tertiary academic institution in Lebanon despite sporadic individual efforts by faculty members to utilize unconventional methods and active learning. Research limitations/implications One major limitation that influenced the efficiency of this study is the small number of respondents (71 faculty members). More in-depth data collection combining quantitative and qualitative data should be done in future studies. Practical implications Gaining insight into the actual methods used in STEM fields in various departments can help the university management to better understand the key importance of educational reform. Originality/value The main value of this paper is to serve as a prelude for educational reform at a tertiary academic institution."]

{"sheet":"5 - Global","index":32,"n_rows":10,"n_cols":6,"rows_kept":10,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q5: How can the practice and culture of teaching become more learner-centered?\nRegion: Global",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":8},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Faculty development in context: Changing learning cultures in higher education",2010,"https://link.springer.com/chapter/10.1007/978-3-642-03582-1_8","Feixas, M.; Zellweger, F.","Faculty Development in Context: Changing Learning Cultures in Higher Education","As we know from research on human resources training, there are many factors influencing learning acquisition and transfer. Using Holton's approach as a reference (Holton {\\&} Bates, 2002), three factors are considered primary variables that interact to affect the transfer of learning from the training environment to the work environment: 1) the ability of participants to use the learned skills in the job setting, 2) their motivation to use them and 3) the work environment supporting the use. In this article, we place special emphasis on the environmental factors as we believe there are important organizational and structural conditions in universities that serve as catalysts or barriers for the effectiveness of faculty development. Before reaching to this point, we first suggest a conceptual framework that includes: a description of prevailing teaching cultures in European higher education, a discussion on what we mean by faculty development and its relationship to teaching cultures, a definition of learning cultures and a framework of the environmental factors affecting learning transfer. The article is not a report of an empirical study but provides an introduction of a research design about to be realized. It includes the comparison of two initial training programs for novel faculty in a Swiss and Catalan university and the environmental variables that might explain the reach of the learning transfer."]
["Getting Active in the Large Lecture",2007,"http://www.tandfonline.com/doi/abs/10.1080/15512160701558224","Huerta, Juan Carlos","Journal of Political Science Education","The benefits of active learning are well documented; nonetheless, the implementation of active learning strategies can be challenging in large lecture environments. The project will examine the research supporting active learning, present the implementation of simple active learning techniques in large lecture classes, and provide evidence to test the effectiveness of the techniques on both student learning outcomes and student attitudes. The purpose is to investigate the concern that adding active learning to large lecture classes reduces the amount of time available to teach content in class, resulting in less student learning. The expectation is that incorporating active learning techniques will not harm student learning and will lead to positive student attitudes. The active learning techniques of question-based outlines, discussion- question prompts, small group discussions, and exam preparation will be investigated using exam grade comparisons, pre- and posttest analyses, and student surveys. The findings demonstrate that active learning does not lead to less student learning and instead that it can have a positive impact."]
["Reviewing the Research on Instructional Development Programs for Academics. Trying to Tell a Different Story: A Meta-Analysis",2020,"https://linkinghub.elsevier.com/retrieve/pii/S1747938X19301630","Ilie, Marian D.; Maricuțoiu, Laurențiu P. ; Iancu, Daniel E.; Smarandache, Izabella G.; Mladenovici, Velibor; Stoia, Dalia C. M.; Toth, Silvia A.","Educational Research Review","This paper presents a meta-analysis that investigates the effectiveness of instructional development programs (IDPs) dedicated to academics. IDPs are instructional activities specifically planned to improve quality of teaching in higher education by enhancing academics' instructional approach to support student learning. We analyzed 1555 unique results from online searches and from the references lists of the previous nine reviews on this topic. The final sample contains 20 controlled studies, carried out between 1973 and 2019, in which 23 independent effect sizes were reported. The results indicated that IDPs have a small effect size (d = 0.385, SE = 0.055, Z = 6.985, p {\\textless} .001, k = 23). We did not find evidence of publication bias. Additionally, we analyzed the influences of different trainee's characteristics, features and outcome of IDPs on the final effectiveness of such programs. Trainees' mandatory enrollment on IDPs reported stronger effect (d = 0.515), while IDPs that lasted less than 15 h reported the highest effect size (d = 0.571). The effect size of IDPs reported on students' outcomes is small (d = 0.396), but that on teachers' outcomes is even smaller (d = 0.315). For the first time, our findings summarize quantitative evidence regarding the overall IDPs effectiveness."]
["Changing the TVET Paradigm: New Models for Lifelong Learning",2019,"https://www.tandfonline.com/doi/full/10.1080/14480220.2019.1629722","Kanwar, Asha; Balasubramanian, K.; Carr, Alexis","International Journal of Training Research","The digital revolution is rapidly transforming the world of work and the skills profiles of many occupations. The pace of change necessitates continuous skilling and reskilling, through lifelong learning. Traditional models of TVET which view formal training as terminal will not prepare workers for the constantly evolving world of work in an age of technological transformations. This paper argues for the need to integrate informal and non-formal learning in TVET systems and address the pedagogical implications of this integration. Research on emerging innovative approaches to TVET in both developed and developing country contexts is reviewed, with a special focus on new models for work-based and community-based learning, which can promote transformative, lifelong learning. The actual and potential role of technology within these models is highlighted, together with recommendations for policy and practice."]
["Effects of Active Learning on Enhancing Student Critical Thinking in an Undergraduate General Science Course",2013,"http://link.springer.com/10.1007/s10755-012-9236-x","Kim, Kyoungna; Sharma, Priya; Land, Susan M.; Furlong, Kevin P.","Innovative Higher Education","To enhance students' critical thinking in an undergraduate general science course, we designed and implemented active learning modules by incorporating group-based learning with authentic tasks, scaffolding, and individual reports. This study examined the levels of critical thinking students exhibited in individual reports and the students' critical thinking level change over time. Findings indicated that students' average critical thinking level fell in the category of \"developing\", but students' scores on individual reports revealed a statistically significant increase. The study suggested that the active learning strategies employed in the study were useful to promote student critical thinking."]
["Learner-Centred Education in Developing Country Contexts: From Solution to Problem?",2011,"https://linkinghub.elsevier.com/retrieve/pii/S0738059311000472","Schweisfurth, Michele","International Journal of Educational Development","Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations. However, the history of the implementation of LCE in different contexts is riddled with stories of failures grand and small. In coming to understand how LCE has been conceived, researched, and reported in relation to developing country contexts, a good starting point is the International Journal ofEducational Development (IJED), where a wide range of articles on this theme has been published over the years. In all, 72 relevant articles were identified among the issues available on- line, comprising a weighty body of evidence concerning the nature and implementation of LCE. The vast majority are studies exploring the issues ‚Äì and problems ‚Äì ofimplementation ofLCE-based programmes in particular settings. Emerging from these investigations is a variety of explanations for this perennial challenge: problems with the nature of reform and its implementation; barriers ofmaterial and human resources; interactions ofdivergent cultures; and the all-important questions ofpower and agency in the process. After a descriptive breakdown ofthe 72 articles, each ofthese implementation issues is explored in turn. The article considers the implications of this for future initiatives, research and scholarship in this area. The begged questions are: why do the same problems recur repeatedly, and how do we move beyond the normative ‚Äòshoulds' and the practical ‚Äòcan'ts'?"]
["The Use of Learner-Centered Assessment in US Colleges and Universities",2011,"http://link.springer.com/10.1007/s11162-011-9245-0","Webber, Karen L.","Research in Higher Education","Over a decade ago, Barr and Tagg (Change Mag 27(6):12-25, 1995) declared that a shift had occurred in higher education from an instruction paradigm to a learning paradigm. A central element in this new paradigm is learner-centered assessment. While a growing body of literature suggests that this approach to assessment is a best practice in higher education pedagogy, it is still unclear whether faculty members have embraced it fully. Using data from the National Study of Postsecondary Faculty, this study examines the extent to which faculty members employed learner-centered assessments in postsecondary classrooms at two points in time, 1993 and 2004. Findings show similar to higher rates of use for some assessment techniques in 2004 compared to reports from 1993, as well as differences by faculty gender, age, discipline, and institution type. Implications for faculty members, student learning, and institutional policy are discussed."]
["Improving Student Engagement: Ten Proposals for Action",2010,"http://journals.sagepub.com/doi/10.1177/1469787410379680","Zepke, Nick; Leach, Linda","Active Learning in Higher Education","Since the 1980s an extensive research literature has investigated how to improve student success in higher education focusing on student outcomes such as retention, completion and employability. A parallel research programme has focused on how students engage with their studies and what they, institutions and educators can do to enhance their engagement, and hence success. This article reports on two syntheses of research literature on student engagement and how this can be enhanced. It first synthesizes 93 research studies from ten countries to develop a conceptual organizer for student engagement that consists of four perspectives identified in the research: student motivation; transactions between teachers and students; institutional support; and engagement for active citizenship. Secondly, the article synthesizes findings from these perspectives as ten propositions for improving student engagement in higher education. It concludes by identifying some limitations with the conceptual organizer and one suggestion for developing a more integrated approach to student engagement."]

{"sheet":"6 - Africa","index":33,"n_rows":12,"n_cols":6,"rows_kept":12,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q6: How can HE systems and Higher Education Institutions (HEIs) play a more active role in development and strengthening of national and regional innovation ecosystems?\nRegion: Africa",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":10},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Developing a local innovation ecosystem through a university-coordinated innovation platform: The University of Fort Hare",2018,"https://www.tandfonline.com/doi/abs/10.1080/0376835X.2017.1421902","Grobbelaar, Sara","Anchored in Place: Rethinking Higher Education and Development in South Africa","This article builds on the concept of the ‚'Development University' and draws on findings from previous studies by the author on the transformation pathway and a university-coordinated intermediary platform at the University of Fort Hare. The article places the university at the centre of the development of an innovation ecosystem to facilitate the development of ecosystem platform architectures for engaged scholarship projects and their implementation for the benefit of local communities. The platform ecosystem design framework derived in this article approaches the analysis from three levels: (1) Contextual considerations and design requirements through a development pathway framework; (2) distinguishing between top-down creation of institutional mechanisms and the emergence of bottom-up engaged scholarship activities; and (3) some reflection on the governance and orchestration of the intermediary platform architectural design considerations."]
["Living labs and knowledge creation in developing countries: Living labs as a tool for socio-economic resilience in Tanzania",2016,"https://www.tandfonline.com/doi/full/10.1080/20421338.2015.1132534","Hooli L, Jauhiainen J, Lähde K","African Journal of Science, Technology, Innovation and Development","Living Labs (LL) are platforms to increase innovation through the interaction of various actors. LLs are based on an open innovation process, community involvement, co-creation of products, and services or societal innovations together with users. Bottom-up approaches, such as LLs, are needed to support innovation processes in local communities. Developing countries expect that innovation systems with LLs will contribute positively to socio-economic resilience and poverty alleviation. However, only few studies exist about LLs in developing countries. This article studies LLs in Tanzania, with regard to their knowledge creation processes and contribution to socio-economic resilience of local communities. In Tanzania, LLs create new entrepreneurial skills and opportunities for people with limited formal education. The participants in LLs discuss and define local challenges in groups and find solutions through co-creation. They combine local knowledge and practices with external ones, the latter found mostly through learning to use the Internet. Direct networking between LLs in Tanzania helps to share experiences and best practices. External funding and know-how transfer support LLs, butthe commitment of their key person(s) is crucial."]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan","Institute of International Education","Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:"]
["University-Industry linkages and knowledge creation in Eastern and Southern Africa: Some prospects and challenges",2013,"http://dx.doi.org/10.1080/09744053.2013.832066","Mihyo, Paschal B.","Africa Review","The development of technical and technological capabilities through research and innovation has dominated the African development agenda since adoption of the Lagos Plan of Action, 1980 through to the current policies of the African Union, the African Development Bank, the New Partnership for Africa's Development (Nepad), and the African regional economic communities. University-industry linkages are the best modality for achieving this goal. In Africa, however, these linkages are weak. Where they do exist, they are based on short-term, individualised projects. Industries lack a robust research and development base to absorb knowledge generated by research and innovation institutions. Governments do not provide adequate incentives for such linkages and universities lack the mandate, organisational structures, human resources management policies, modalities for promoting the protection of intellectual property rights generated by research and innovation activities, and the necessary incentive schemes to nurture, capture, and reward talent and innovation. In order to overcome these obstacles, creative and adaptive policies are required to strengthen these linkages through financial support to industries and universities, and incentives conducive to long-term co-operation between them."]
["Knowledge creation and human capital for development: The role of graduate entrepreneurship",2011,"www.emeraldinsight.com/0040-0912.htm","Mitra, Jay; Abubakar, Y. A.; Sagagi, M.","Education and Training","Purpose: Tackling structural and emergent problems in the labour market, valorising skilled human capital (HC) for opportunity creation, economic development and growth, are some of the key drivers for graduate entrepreneurship. This paper aims to examine developments in Africa, focusing on the significance of improving human capital through graduate entrepreneurship to meet the Millennium Development Goals (MDGs) in Nigeria. Design/methodology/approach: Based on a unique Education Partnerships in Africa (EPA) project the paper adopts a conceptual and exploratory approach to understand the institutional, cultural and economic dimensions of change and the specific role of graduate entrepreneurship education and training in enabling productive outcomes, using an illustrative case study of the project to develop the arguments. Findings: Knowledge creation lies at the heart of entrepreneurship development in developing economies such as Nigeria. Knowledge creation (KC) for entrepreneurship (E) is based on human capital (HC) development. In circumstances of uneven growth in developing economies HC development is the only constant. Harnessing HC for entrepreneurship can be based on three sets of propositions derived from an examination of the relationship between KC, HC and E, which locate graduate entrepreneurship's role within a holistic, institutional framework. Originality/value: The paper's originality lies in the development of a model for promoting and evaluating a holistic approach to graduate entrepreneurship in developing countries based on the targeting of MDGs. It offers new insights into the role of graduate entrepreneurship in economic and social development."]
["Effects of multi-stakeholder platforms on multistakeholder",2018,"https://doi.org/10.1371/journal.pone.0197993","Sartas M, Schut M, Hermans F, Asten Pv, Leeuwis C","PLoS ONE","Multi-stakeholder platforms (MSPs) have been playing an increasing role in interventions aiming to generate and scale innovations in agricultural systems. However, the contribution of MSPs in achieving innovations and scaling has been varied, and many factors have been reported to be important for their performance. This paper aims to provide evidence on the contribution of MSPs to innovation and scaling by focusing on three developing country cases in Burundi, Democratic Republic of Congo, and Rwanda. Through social network analysis and logistic models, the paper studies the changes in the characteristics of multi-stakeholder innovation networks targeted by MSPs and identifies factors that play significant roles in triggering these changes. The results demonstrate that MSPs do not necessarily expand and decentralize innovation networks but can lead to contraction and centralization in the initial years of implementation. They show that some of the intended next users of interventions with MSPs–local-level actors–left the innovation networks, whereas the lead organization controlling resource allocation in the MSPs substantially increased its centrality. They also indicate that not all the factors of change in innovation networks are country specific. Initial conditions of innovation networks and funding provided by the MSPs are common factors explaining changes in innovation networks across countries and across different network functions. The study argues that investigating multi-stakeholder innovation network characteristics targeted by the MSP using a network approach in early implementation can contribute to better performance in generating and scaling innovations, and that funding can be an effective implementation tool in developing country contexts."]
["Implementing human and institutional capacity development with agricultural higher education institutions: The genesis of iAGRI.",2016,"https://repository.ruforum.org/system/tdf/Erbaugh.pdf?file=1&type=node&id=36525&force=","Erbaugh, J. M., Kraybill, D. S., Minde, I. J., & Hansen, D. O.","RUFORUM Institutional Repository","The Innovative Agricultural Research Initiative (iAGRI) is a long-term investment in agricultural higher education and research capacity in Tanzania funded by USAID under the Feed the Future initiative. The main goal of the iAGRI project was to improve food security and agricultural productivity in Tanzania by strengthening the training and collaborative research capacities of Sokoine University of Agriculture (SUA) and the Ministry of Agriculture, Livestock and Fisheries (MALF). The need for the project was identified by the Government of Tanzania and USAID who recognized that the agricultural training, research, and outreach capacity of SUA to boost food production and reduce food insecurity was lacking. The project was designed to address these gaps by focusing on multiple dimensions of capacity building including human resource development (long term degree training), collaborative research, institutional capacity development and improved linkages with other universities in the USA and in the Global South. The experience of The Ohio State University, partner US universities, and the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) in implementing earlier institutional development projects around the world and in East Africa informed the early design and approaches used to implement and address these capacity development components. Long-term degree training of Tanzania post-graduates occurred in the United States, at RUFORUM affiliated institutions in East and Southern Africa, and in India. Following the former collaborative research support program (CRSP) model, thematic collaborative research programs were launched in Tanzania that engaged scientists from partner universities in the U.S. with research scientists from SUA and MALF. Former projects that established enhanced linkages between agricultural higher education institutions (AHEI) and the private sector were implemented through new and innovative programmatic approaches such as the Innovation Portfolio. Through the course of project implementation, it became apparent that to improve institutional capacity there was a need to focus on organizational change and improved linkages with external stakeholders including the private sector, in tandem with human resource development to improve the administrative culture and working environment and transform SUA into a 21st century university. The leadership and change management initiative represented a unique departure from past capacity programs and as a major contribution of the iAGRI project to agricultural higher education institution capacity development initiatives."]
["Implementing Strategies of Entrepreneurship Education in Zimbabwe",2020,"https://doi.org/10.1108/ET-03-2020-0068","Mawonedzo, A., Tanga, M., Luggya, S., & Nsubuga, Y.","Education & Training","Purpose The aim of this paper is to explore how the strategies of entrepreneurship education in clothing and textile programmes are implemented in selected Technical Colleges in Zimbabwe. Design/methodology/approach A qualitative research approach was adopted for this paper. Purposive sampling technique was used to collect data from 42 participants through in-depth interviews and focus group discussions. Findings The findings show that there were two principal strategies that are used by lecturers in technical colleges, where entrepreneurship education is taught. The findings reveal that the implementation of the lecture method in most of these colleges deviates remarkable from each other. Given the socioeconomic and linguistic backgrounds of the learners, lectures are delivered in both English and the dominant local language, and the notes are written on the blackboard. Experiential learning, which is the placement of students in textile and clothing industries, was revealed to be another strategy, which was not achieving the intended results as most of the students were engaged in unrelated activities. The implementation of the two methods fall short of internationally recognised and pedagogically acceptable strategies that ought to instil the necessary skills in students to become future entrepreneurs in the textile and clothing industries in Zimbabwe and in Africa. Research limitations/implications One of the limitations of the paper is that data was not collected from production managers from the clothing manufacturing industry and from the Ministry of Higher and Tertiary Education officials, especially those from the Curriculum Development Unit. However, the core of this paper is on implementing strategies from the perspectives of lecturers and students. Another limitation of the paper is that data was collected only from three technical colleges in Harare, Manicaland and Midland provinces. There are a total of nine such colleges in Zimbabwe. Nonetheless, since this a qualitative paper, its aim is not to generalise its findings but to provide in-depth and rich information about implementing strategies in Clothing and Textile programmes in selected TVET colleges. Originality/value The paper presents some pertinent recommendations to enhance a better implementation of the strategies used in entrepreneurship education to ensure that upon graduation, graduates can be self-employed and create jobs. This could help in curbing the high unemployment rate in Zimbabwe as well as in Africa in general."]
["Soft Factors in Global ICT Sector Development: Studies with Bangladeshi and Rwandan ICT Workers",2021,"http://dx.doi.org/10.7302/3846","Kano, T.",null,"Some low- and middle-income countries (LMICs) aim to designate the information and communication technology (ICT) sector as a central pillar to expedite their economic development, and a key element of ICT sector development is to nurture capable ICT workers. Scholars and policymakers concerned with those ICT workers tend to focus on nurturing hard technical skills; however, there is increasing evidence that “soft factors”—less tangible elements that affect the performance and behavior of ICT workers—are just as important. In this dissertation, I investigated the importance of certain soft factors for the development of ICT professionals, and ultimately the entire ICT sector, in LMICs. I use mixed methods across four projects that consisted of interviews to derive hypotheses, surveys for socio-economic correlation analysis, and a field experiment to evaluate the impact of training. My research focused mainly on young ICT professionals from Bangladesh and Rwanda—LMICs that focus on the ICT industry—who had foundational training in ICT and who had the potential to be ICT leaders in their countries. It was known that international experience such as study abroad programs could have dramatic effects on professionals from LMICs, but little was known about the actual impact of such programs, or whether their impact could be gained through other means. This dissertation consists of four interrelated projects. Project 1 analyzed what group of university students majoring in ICT in Bangladesh was most likely to be interested in experiences abroad. I found that top-tier university students tended to prefer to work in high-income countries and others expected to remain in Bangladesh, and the desire to go abroad correlated with parental income, attendance at elite universities, gender, and the presence of role models abroad. Project 2 explored the reported strengths and challenges of Rwanda’s ICT sector. I found that (1) there are sincere and widely shared aspirations for ICT-led national development; (2) policy support for ICT entrepreneurship is successful at helping to start ICT-based businesses but not at maintaining them or helping them succeed; and (3) some challenges in higher education exist. Project 3 found a gap between the expectations that Rwandan had for studying abroad and the learning outcomes of their international experiences. Specifically, while the candidates expected to have knowledge-based growth (e.g., hard skills), the returnees identified experience-based growth and mindset changes as the main learning outcomes. Based on the findings in Project 3, Project 4 implemented an intervention to develop the soft factors for young ICT engineers in Bangladesh who were interested in working abroad. The results suggest that soft factors training for ICT human resources can have some positive effect on individuals’ adaptation to new environments when they started working, especially in a foreign country. This dissertation makes several new contributions. First, these findings support the critical role of experiences abroad in cementing soft factors among ICT workers, and point to these workers’ potential value in their home countries’ national ICT sector development. Second, it builds on the existing theory of brain circulation by opening an avenue of inquiry about the initial emigration required for brain circulation; indeed, it appears that there is much to be understood with respect to migration dynamics pre-diaspora. Third, I argue that leap-frogging into a robust ICT economy is unlikely but that ICT workers’ development can be accelerated."]
["Exploring Foreign Entrepreneurial Ecosystems through Virtual Exchange",2020,"https://doi.org/10.14705/rpnet.2020.45.1117","Cheikhrouhou, N., & Marchewka, M.","Designing and implementing virtual exchange – a collection of case studies","This case study reports a Virtual Exchange (VE) between students at Cracow University of Economics (Poland) enrolled in business courses and students from the High Institute of Technological Studies of Béja (Tunisia) enrolled in an entrepreneurship course. The main aim of the project was to enhance students’ awareness of similarities and differences between the Polish and the Tunisian entrepreneurial ecosystems. The goals also included improving language skills, Information and Communication Technology (ICT) literacy, teamwork, and increasing their self-confidence. The chapter describes the schedule of the project, tasks that students accomplished, and the technological and communication tools that were used. Finally, the study includes conclusions and suggestions for future initiatives."]

{"sheet":"6 - Asia","index":34,"n_rows":16,"n_cols":6,"rows_kept":16,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q6: How can HE systems and Higher Education Institutions (HEIs) play a more active role in development and strengthening of national and regional innovation ecosystems?\nRegion: Asia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":14},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance mid-term performance evaluation",2017,"https://docs.google.com/viewerng/viewer?url=https://vdocuments.site/google-reader?url{\\%}3D497a2c0b89beb08fcd4d593eb29dc76c97c5de7ce004f81b95d2b08a37c14ed71688c697f233262228b6f884d721e22765f9bf8c884862c5786258d00e368dfa4SDoS3qVdrqBDpWtabeXjPHTKSCLkEbcrfO9w9i","Dunworth, William","Management Systems International","Launched in September 2015 and continuing through September 2020, the Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance is managed by Arizona State University (ASU) on behalf of the US Agency for International Development (USAID). Based on the pillars of institutional policy, quality, curriculum, faculty innovation and technology, BUILDIT leverages deep and diverse government-industry-academic partners that share a goal of tightly linking science, technology, engineering and math (STEM) instruction in Vietnamese higher education institutions to the needs and capabilities of industry partners to produce graduates who can lead inclusive, technology-based growth. The rapid adoption of educational innovation will be driven by the input of key stakeholders through their participation in semi-annual Solutions Councils managed by the project. A network of maker innovation labs will support curricular innovation, providing students and faculty with a venue to implement the applied-problem and project-based curriculums being developed. The Higher Education Learning and Innovation Exchange (HELIX) portal will serve as a web-based repository for educational assets, resources and faculty training and development tools. To achieve these ends, BUILD-IT has the three development objectives: ‚Ä¢ Objective 1: Strengthen Higher Education Policy ‚Ä¢ Objective 2: Improve Academic Programs and Outcomes ‚Ä¢ Objective 3: Enable University ‚Äì Private Sector Collaboration"]
["Experiential Learning Model: Improving Entrepreneurial Values through Internship Program at Start-Ups",2022,"https://doi.org/10.1108/HESWBL-01-2021-0014","Lantu, D. C., Suharto, Y., Fachira, I., Permatasari, A., & Anggadwita, G.","Higher Education","Purpose The development of teaching methods in the field of entrepreneurship education is a challenge for academics to achieve “real active learning.” This paper aims to investigate the effectiveness of learning experience through internship program at start-ups. This paper examines the benefits and challenges from stakeholders' experiences and perspectives (business students, start-ups and universities). The authors focus on the entrepreneurial values obtained by exploring start-up processes, culture and work environments. Design/methodology/approach This study uses qualitative research with a case study approach by applying experiential learning. The objects of this research are students of the School of Business and Management and start-ups in Indonesia. This study divides the pilot program of internship at start-ups into three stages, designing process, execution and evaluation. The analysis technique uses an interpretive approach from interviews and observations of internships based on experiential learning. Findings The results showed that the internship program at start-ups in this study has benefits for all major stakeholders, especially students. The results of student learning experiences show that start-ups' characteristics such as a creative work environment, egalitarian work culture and dynamic workflow flexibility can increase their professional and moral values. Research limitations/implications This study has several limitations, including the internship program designed in this study, which is still raw and has several shortcomings. Time series in testing experiential learning is another limitation. For further study, it is necessary to conduct longitudinal research to measure the effectiveness of the start-ups' internship program. Originality/value This study provides new insights on experiential learning in developing an internship program at a start-up as an effort to increase entrepreneurial value for business students. This study highlights the possibility that an internship program at a start-up will have an impact on students' entrepreneurial values and competencies."]
["Entrepreneurship Education and Training in Indian Higher Education Institutions: A Suggested Framework",2021,"https://doi.org/10.1108/ET-10-2020-0310","Chhabra, M., Dana, L.-P., Malik, S., & Chaudhary, N. S.","Education & Training","Purpose The study aims to evaluate the components of entrepreneurship education and training (EET) in India. The paper proposes a framework for an effective EET regime for amalgamating entrepreneurship education as fundamental to mainstream higher education in India. Design/methodology/approach The current study utilises a qualitative research technique, that is, the narrative inquiry methodology based on in-depth interviews. The study respondents included sixteen educators who are actively engaged in EET and related activities for a minimum of ten years. Findings The study identified five broad “meaning units” or “themes,” that is, “incremental pedagogical efficiency and flexible evaluation systems,” “entrepreneurial experience of the faculty,” “extended support,” “holistic mentoring” and “experiential learning” as components of an effective EET regime. Originality/value The study will help the policymakers and higher education institutions (HEIs) revisit their policy frameworks and practices to promote entrepreneurial capacity and entrepreneurial intentions among students. The study will also help to gain deeper insights into EET components and will propose a framework for an effective EET regime based on its findings."]
["Soft Factors in Global ICT Sector Development: Studies with Bangladeshi and Rwandan ICT Workers",2021,"http://dx.doi.org/10.7302/3846","Kano, T.",null,"Some low- and middle-income countries (LMICs) aim to designate the information and communication technology (ICT) sector as a central pillar to expedite their economic development, and a key element of ICT sector development is to nurture capable ICT workers. Scholars and policymakers concerned with those ICT workers tend to focus on nurturing hard technical skills; however, there is increasing evidence that “soft factors”—less tangible elements that affect the performance and behavior of ICT workers—are just as important. In this dissertation, I investigated the importance of certain soft factors for the development of ICT professionals, and ultimately the entire ICT sector, in LMICs. I use mixed methods across four projects that consisted of interviews to derive hypotheses, surveys for socio-economic correlation analysis, and a field experiment to evaluate the impact of training. My research focused mainly on young ICT professionals from Bangladesh and Rwanda—LMICs that focus on the ICT industry—who had foundational training in ICT and who had the potential to be ICT leaders in their countries. It was known that international experience such as study abroad programs could have dramatic effects on professionals from LMICs, but little was known about the actual impact of such programs, or whether their impact could be gained through other means. This dissertation consists of four interrelated projects. Project 1 analyzed what group of university students majoring in ICT in Bangladesh was most likely to be interested in experiences abroad. I found that top-tier university students tended to prefer to work in high-income countries and others expected to remain in Bangladesh, and the desire to go abroad correlated with parental income, attendance at elite universities, gender, and the presence of role models abroad. Project 2 explored the reported strengths and challenges of Rwanda’s ICT sector. I found that (1) there are sincere and widely shared aspirations for ICT-led national development; (2) policy support for ICT entrepreneurship is successful at helping to start ICT-based businesses but not at maintaining them or helping them succeed; and (3) some challenges in higher education exist. Project 3 found a gap between the expectations that Rwandan had for studying abroad and the learning outcomes of their international experiences. Specifically, while the candidates expected to have knowledge-based growth (e.g., hard skills), the returnees identified experience-based growth and mindset changes as the main learning outcomes. Based on the findings in Project 3, Project 4 implemented an intervention to develop the soft factors for young ICT engineers in Bangladesh who were interested in working abroad. The results suggest that soft factors training for ICT human resources can have some positive effect on individuals’ adaptation to new environments when they started working, especially in a foreign country. This dissertation makes several new contributions. First, these findings support the critical role of experiences abroad in cementing soft factors among ICT workers, and point to these workers’ potential value in their home countries’ national ICT sector development. Second, it builds on the existing theory of brain circulation by opening an avenue of inquiry about the initial emigration required for brain circulation; indeed, it appears that there is much to be understood with respect to migration dynamics pre-diaspora. Third, I argue that leap-frogging into a robust ICT economy is unlikely but that ICT workers’ development can be accelerated."]
["Self-Regulated Learning in Refugee Entrepreneurship Education: A University-Based Program for Tibetan Entrepreneurs in India",2019,"https://doi.org/10.1080/15595692.2018.1557632","Nayak, G., Salovaara, I. M., & Wade, J.","Diaspora, Indigenous, and Minority Education","This article presents a case study evaluation of an entrepreneurship education (EE) program for Tibetan refugees in India. In the context of both calls for and critiques of entrepreneurial support strategies for refugee communities, the authors of this study used mixed methods and ethnographic approaches to reflect upon the delivery and reception of the Tibetan Entrepreneurship Development initiative’s preincubation training program during its third cycle. Two innovative features of this program—its use of the material and intellectual resources of a university to support the refugee-entrepreneurs and its pedagogical emphasis on self-regulated learning—might serve as a model for similar initiatives among refugee groups in South Asia and beyond. Examining the participants’ evolving entrepreneurial visions of themselves and their community, we offer critical reflections on the program’s successes and areas for improvement."]
["Transnational Education for Regional Economic Development? Understanding Malaysia’s and Singapore’s Strategic Coupling in Global Higher Education",2021,"https://doi.org/10.1111/ijtd.12242","Schulze, M. P., & Kleibert, J. M.","International Journal of Training and Development","Fostering innovation and upskilling labour pools have become key goals in national economic development plans and education and training system reforms since the mid-1990s. For their transformation into knowledge-based economies, countries in Southeast Asia have relied on importing transnational higher education providers and have envisioned themselves as international education hubs. As existing research from transnational education and higher education governance studies as well as economic geography and regional studies has not sufficiently addressed this nexus of transnational education and regional economic development, this paper investigates the role of foreign higher education institutions in economic development strategies in Malaysia and Singapore. It explores why and how states have strategically coupled their higher education systems with transnational education. The comparative case analysis draws on empirical evidence from 42 semi-structured interviews. It finds that despite the two states' ostensibly similar ambitions to attract foreign higher education institutions, policies and outcomes differ strongly. Whereas in Malaysia a structural coupling led foreign subsidiaries to provide foreign degrees to domestic students and generate revenue in the private higher education sector, in Singapore foreign subsidiaries have been deployed strategically to upgrade the talent pool and public higher education system of the city-state via functional coupling. Conceptualizing transnational education policies as forms of strategic coupling contributes to understanding their embeddedness within states' broader, historically formed economic development strategies."]
["Towards Developing a Pro-Entrepreneurship Internship Program: An Appraisal of Southern University Model",2020,"https://doi.org/10.34293/education.v8i3.2670","Huda, K. N.","Shanlax International Journal of Education","The main purpose of this research is to identify the problems of traditional internship programs conducted at tertiary level educational institutions and propose a practical model of the internship entrepreneurship program. The qualitative research method has been used here to explore the existing problems of traditional internship programs, and rationalize the necessity of entrepreneurship internship program of Southern University Bangladesh (SUB)as an alternative to the traditional internship program. In this regard, three focused group discussions were conducted with three main stakeholders, namely the faculty guide, the internship supervisors of the host company, and the student interns. The study discovered different weaknesses of traditional internship programs conducted in the university, including the limited scope of internship, noncooperation by the host companies, and the limitation of time. However, all the stakeholders are on the same page regarding the incapacity of traditional internship programs in developing the entrepreneurial spirit and aspiration among the interns. The study proposed the SUB model as an independent way to conduct an entrepreneurship-friendly internship program at tertiary level education, which may help the concerned to overcome the challenges of a traditional internship program. This research may contribute to the body of knowledge of higher education management and may support academia to develop an entrepreneurship development centered curriculum."]
["Enablers of Entrepreneurial Self-Efficacy in a Developing Country",2019,"https://doi.org/10.1108/ET-10-2018-0226","Memon, M., Soomro, B. A., & Shah, N.","Education & Training","Purpose The purpose of this paper is to investigate the factors affecting entrepreneurial self-efficacy (ESE) in a developing country (Pakistan). The literature reports that entrepreneurship education does not enhance the level of ESE of the students. In the same vein, it is strongly emphasized that self-efficacy is the basic element in the entrepreneur’s undertakings. However, limited research has been conducted on the subject and the factors that impact ESE in the context of developing economies. Design/methodology/approach A quantitative approach was adopted, and data were collected from the 564 target respondents of different private and public universities of Pakistan. Structural equation modeling was used to investigate the association between the variables of the conceptual model. Findings This study found a positive and significant impact of the predictors, entrepreneurial knowledge, entrepreneurial experiences, instrumental readiness and risk propensity on ESE among the students. Practical implications The findings of the study will help in developing self-efficacy for entrepreneurship in young potential entrepreneurs. They will also assist higher education management in developing and designing entrepreneurship academic curriculum and programs for the achievement of program learning outcomes. In addition, the findings will contribute to the literature of entrepreneurship and self-efficacy factors in the context of the developing country. Originality/value The results of the study confirm empirically tested factors that have a positive impact on ESE in a developing country setting."]
["Entrepreneurship Education, Entrepreneurial Self-Efficacy, Need for Achievement and Entrepreneurial Intention among Commerce Students in Pakistan",2022,"https://doi.org/10.1108/ET-01-2021-0023","Soomro, B. A., & Shah, N.","Education & Training","Purpose The present study undertook an empirical investigation of entrepreneurship education, self-efficacy, need for achievement and entrepreneurial intention among Pakistan's commerce students. Design/methodology/approach The authors applied quantitative methods based on cross-sectional data. The commerce students of the different public sector universities are targeted through a random sampling technique. The authors used a survey questionnaire to attain the responses from respondents. Finally, 184 usable cases are utilized to assume the hypothesized paths. Findings By applying the structural equation modeling (SEM), the findings of the study demonstrate a significant positive effect of constructs of entrepreneurship education (EE), that is, opportunity recognition (OR) and entrepreneurship knowledge acquisition (EKA) on entrepreneurial self-efficacy (ESE), entrepreneurial intention (EI) and need for achievement (NFA). Besides, ESE and NFA are found to be the robust predictors of EI. Practical implications The findings provide significant guidelines to policy-makers and university authorities for developing useful EE courses to uplift and boost students' skills to face today's considerable business and entrepreneurship challenges. The study also helps to generate eagerness among students in selecting entrepreneurship as a career option. Originality/value This study suggests the confirmation of EE's significant role in developing ESE, NFA and EI among commerce students."]
["Identifying the Challenges of Involvement in Entrepreneurship Activities among a Group of Undergraduates",2020,"https://doi.org/10.33200/ijcer.697597","Farid, S. M., & Rahman, S. A.","International Journal of Contemporary Educational Research","Entrepreneurship activities have been promoted in Malaysian universities through entrepreneurship education, mainly with the aim to minimize youth unemployment rate in Malaysia. The effort may have been hindered due to many reasons that may explain the lack of effectiveness of entrepreneurship education found in previous studies. The present study was conducted to identify the challenges of involvement in entrepreneurship activities among a group of undergraduates from a public university in Malaysia. Qualitative data was collected from three males and seven female undergraduates who were selected to participate in semi-structured interviews. They were asked to provide insights on their lives as students who participated in entrepreneurship activities under the entrepreneurship center in the university they attended. Information gathered in the interviews was then analyzed using thematic analysis. There were two major themes found in this study which are external challenges and personal challenges. The findings are expected to provide insight on the key challenges faced by students as a result of their involvement in entrepreneurship activities. It could also contribute to the efforts to improve entrepreneurship education in Malaysia, and in turn inform the development of programs to develop interventions that improve entrepreneurship activities in higher learning institutions."]
["Internationalizing Research in Kazakhstan Higher Education: A Case Study of Kazakhstan’s State Program of Industrial Innovative Development 2015 to 2019",2019,"https://doi.org/10.1177/1028315318786445","Jumakulov, Z., Ashirbekov, A., Sparks, J., & Sagintayeva, A.","Journal of Studies in International Education","This article describes the nature and impact of a major recent education policy aimed to transform higher education in Kazakhstan, the State Program of Industrial Innovative Development 2015 to 2019 (SPIID-2). This inquiry sought to understand and describe the role of internationalization of higher education in SPIID-2, and more specifically its role for developing university research. Kazakhstan’s industrial innovative development program promotes university–industry collaboration and universities’ international partnerships to enhance the role of the university in the economic development of the country, consistent with the imperatives and opportunities of the knowledge-based economy. The role of internationalization, particularly, involving international partner institutions, in this policy, contributes to quality assurance and informed decision making. Findings are based on content analysis of policy texts and interviews with university representatives."]
["Undergraduates Entrepreneurial Intention: Holistic Determinants Matter",2021,"http://dx.doi.org/10.11591/ijere.v10i1.20733","Kowang, T. O., Apandi, S. Z. B. A., Hee, O. C., Fei, G. C., Saadon, M. S. I., & Othman, M. R.","International Journal of Evaluation and Research in Education","The role of entrepreneurship in job creation and unemployment reduction is well established by prior studies. Hence, one of the ways to address the unemployment issue among young graduates in Malaysia is to explore how entrepreneurial intention could be embraced into the broader context of the country's education system. Empirical research found that prior studies on entrepreneurship education in Malaysia tends to focus on reviewing educational policies, issue and challenges. The concept of the entrepreneurial intention determinants beyond entrepreneurial education remains ambiguous. Hence, this study advances the discussion in entrepreneurship education by reviewing determinants for entrepreneurial intention from holistic perspective by integrating Model of Personality Traits and the theory of planned behavior (TPB). Five determinants for entrepreneurial intention are identified from literature review, which are entrepreneurship attitude, subjective norm, behavior control, entrepreneurship education and personality traits. The study is quantitative based, 360 questionnaires were distributed to the undergraduates from three faculties of a public university in Malaysia, with 199 responded. Data was analyzed via Pearson correlation and ANOVA analysis. Finding from the study suggested all the five entrepreneurial determinants are significantly correlated with entrepreneurial intention, and there is no significant difference on entrepreneurial intention based on faculty. However, one of the remarkable finding is Entrepreneurship Education is viewed as determinant with the lowest correlation coefficient with entrepreneurial intention. The implication of this finding is perhaps the content of entrepreneurial education shall emphasize on cultivating students’ entrepreneurial attitude, behavioral and personality rather than the theoretical part of entrepreneurial and entrepreneurship."]
["Institutional Logic Meets Global Imagining: Kazakhstan’s Engagement with China’s Belt and Road Initiative",2021,"https://doi.org/10.1007/s10734-020-00634-y","Lee, J. T., Lo, W. Y. W., & Abdrasheva, D.","Higher Education: The International Journal of Higher Education Research","Theoretical ideas about globalization and internationalization of higher education emphasize the tension among different ideologies of higher education. According to literature, a competition among states, economy, knowledge, and status generates this tension to drive higher education development. This theoretical understanding not only shapes our global imaginations but also permeates the organizational behavior of universities. In this paper, we focus on the institutional logics that motivate universities in Kazakhstan to engage with China’s ambitious Belt and Road Initiative (BRI). We investigate the ways that Kazakhstani higher education interprets and responds to China’s vision of a global order. Based on interviews conducted at 10 higher education institutions (HEIs) in Kazakhstan, we argue that Kazakhstan’s engagement with the BRI circumvents the cultural connectivity and global cooperation that are embraced by Chinese policy discourse and perpetuated by academic literature. Rather, institutional leaders in Kazakhstan operate with a utilitarian logic that seeks revenue generation, links with industry, and opportunities for students in employment and further education. The pursuit of these strategic outcomes demonstrates a bilateral engagement with China rather than the multilateral cooperation envisioned by policymakers. In a higher education system dominated by the state, the institutions in our study exhibit partial agency to accrue pragmatic benefits rather than concede to isomorphic pressures or mimic internationalization from neoliberal contexts. The discrepancy between policy discourse from China and policy reception in Kazakhstan raises questions about the rhetoric of a multipolar global order and the realities of international cooperation in higher education."]
["Prospect and Limits of China-Eu Relations in Higher Education: A Danish Case Study",2019,"https://doi.org/10.1007/s11516-019-0013-9","Welch, A., & Xu, X.","Frontiers of Education in China","Along with China’s economic growth, the notable rise of its universities and innovation system has inspired growing interest in how the higher education institutions (HEIs) of the European Union (EU) cooperate with Chinese HEIs. Beginning with a review of China-EU higher education relations, this paper presents a case study of a Sino-Danish collaborative programme in which cooperation and programme quality were limited by both partners’ different aims over time, and their alternate quality assurance systems. We suggest a proper collaborative level and discipline should be developed before the establishment of cooperation by taking relevant policies, merits and disadvantages of both partners, into consideration. This paper also points out that limits in collaboration can be alleviated, if a number of elements can be used effectively, such as China’s significant EU knowledge diaspora. Given this and other listed factors, including favorable policies introduced by the Chinese government, there are substantial prospects for extending China-EU collaborative relations and exchanges."]

{"sheet":"6 - E&E","index":35,"n_rows":2,"n_cols":6,"rows_kept":2,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q6: How can HE systems and Higher Education Institutions (HEIs) play a more active role in development and strengthening of national and regional innovation ecosystems?\nRegion: Europe and Eurasia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":0},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]

{"sheet":"6 - LAC","index":36,"n_rows":6,"n_cols":6,"rows_kept":6,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q6: How can HE systems and Higher Education Institutions (HEIs) play a more active role in development and strengthening of national and regional innovation ecosystems?\nRegion: Latin America and the Caribbean",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":4},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["The impact of higher education on entrepreneurship and the innovation ecosystem: A Case study in Mexico",2019,"https://www.mdpi.com/2071-1050/11/20/5597","Castro, May Portuguez; Scheede, Carlos Ross; Zermeño, Marcela Georgina Gómez","Sustainability (Switzerland)","Entrepreneurship is recognized as an engine for the economy. However, Latin America must promote higher opportunities for the creation of new businesses, especially for technology-based ventures. In this sense, the Center for Global Innovation and Entrepreneurship (CGIE) of the University of Texas at Austin offers a Master of Science in Technology Commercialization (MCCT) that prepares students with methodologies to promote the creation of new businesses in Mexico. This study aims to know the contribution of training to the creation of new companies, and its role in the innovation and the technology transfer processes, from the viewpoint of the participants. This research presents a case study that analyzes the impact of the MCCT through the analysis of the data of a survey answered by 109 former students of this center. Findings show that the methodologies developed by the MCCT allow the creation of technology-based enterprises and entrepreneurial skills in students. This study presents good practices that can be emulated by other countries in the region, as well as recognizing the great value the role of higher education in creating synergies between actors of the innovation ecosystem that strengthen social and economic growth."]
["Final performance evaluation of the higher education for economic growth activity",2018,"https://pdf.usaid.gov/pdf_docs/PA00T881.pdf","Megan, Gavin; Cristina, Accioly; Oscar, Picardo","Mendez England and Associates","The purpose of the final performance evaluation of the Higher Education for Economic Growth Activity (HEA) is to provide recommendations to: 1) the Activity for the final year; and 2) the United States Agency for International Development (USAID) for future programming. The evaluation focused on five evaluation questions (EQs), including: assessing results (EQ 1); the role of clusters (EQ 2); the government and higher education institutions (EQ 3); gender (EQ 4); and analyzing the extent to which results will be sustained (EQ 5). The evaluation used a mixed-methods approach, including document review; analysis of HEA's monitoring and evaluation data and performance indicators; key informant interviews and surveys for faculty/staff; focus group discussions; and direct observation. Key illustrative findings include: 1) teachers consider diploma programs available, high quality, and well facilitated; 2) trust has been established via positive and significant effects from collaboration; 3) while there has been an established approach to construct a higher education policy, the approach needs to be broader in terms of participants (including the government); 4) there is improved access to science, technology, engineering, and math for women and girls; and 5) the Centers for Career Development, which promote student engagement with the private sector, are the most likely to sustain. The evaluation recommends that USAID continue to support the investigations, curriculum reform implementation, teacher training, and scholarships, as well initiate as the construction of an entity to strategically integrate and give continuity to the cluster model."]
["Universities as the engine of economic growth: Insights from developing the first industry-higher education clusters in El Salvador",2017,"https://files.eric.ed.gov/fulltext/ED582377.pdf","Navarro, Richard; Barbarasa, Estera; Thakkar, Ami","RTI International","We explore the recent undertaking in El Salvador to establish the country's first industry-higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agroindustry and food processing. These clusters take a systems approach to aligning higher education institutions (HEis) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Finally, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-level economic benefits. Strategies presented include: 1) treat aligning educational systems to respond to labor market needs as a complex systems problem; 2) create a common vision that can unite sectors followed by a clear road map; 3) create quick wins early on to keep people engaged and demonstrate in tangible terms what benefits different actors are getting; 4) clusters require organizational structure; 5) higher education and industry need to learn to speak each other's languages; 6) shift from short-termism to long-term thinking; 7) HEIs, industry, and government need to share costs and co-finance the resources for partnerships; 8) clusters should clearly define what success\" of the collaboration will look like in 3-5 years and develop mechanisms and indicators for accountability.\""]
["USAID higher education for economic growth activity: A path towards the fourth industrial revolution in El Salvador",2019,"https://pdf.usaid.gov/pdf_docs/PA00TQHC.pdf","RTI International","USAID","This document gives an account of the validity and effectiveness of the approach adopted by the USAID Higher Education for Economic Growth Activity in addressing the indicators associated with innovation, skills development and business dynamism during its interventions. The Activity established the cluster model as an institutional platform on which mutually beneficial relationships between the HEIs, industry and the government were built; a partnership was formed to ensure the quality of human resources by improving the training programs that are offered. Innovation was also promoted as a way to solve industry issues or increase production. When creating the clusters, the Activity chose four sectors based on their potential for growth and their importance within the economy: (1) Information and Communications Technology; (2) Light Manufacturing; (3) Energy and Energy Efficiency; and (4) Agro-Industry and Food Processing. Over the course of five years of Activity implementation, an institutional framework of university, industry and government collaboration was achieved, which allowed for the definition and implementation of programs that are aligned with the critical variables of innovation, the development of human talent, and business dynamism, in the context of the opportunities of the Fourth Industrial Revolution. The diverse Activity interventions have shown us the value of focusing on human capital, transforming the higher education system, equipping it with skills for innovation, and contributing to strengthening relationships with the production sector."]

{"sheet":"6 - ME","index":37,"n_rows":5,"n_cols":6,"rows_kept":5,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q6: How can HE systems and Higher Education Institutions (HEIs) play a more active role in development and strengthening of national and regional innovation ecosystems?\nRegion: Middle East",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":3},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Toward knowledge-based economy: Innovation and transformational leadership in public universities in Texas and Qatar",2019,"https://www.mdpi.com/2071-1050/11/23/6721","Al-Mansoori, Reem S.; Koç, Muammer","Sustainability (Switzerland)","The essentiality of the universities' roles in enhancing economies and transforming societies is a global mantra. However, when it comes to wealthy and oil-dependent states such as Texas in the United States and Qatar in the Middle East, the impact of universities on sustainable economic development is questionable. This article discusses the transformational efforts within engineering colleges at two public universities in Texas and in Qatar to support their states' visions in moving toward innovative and knowledge-based economies. The study examined the innovation capacity building of both institutions through measuring the transformational leadership styles in engineering colleges and its impact on the faculty's innovative production of technical articles, patents, and sustainable development-related courses. The cultural impact of the two contexts on the leader-follower relationship was addressed in the discussion using Hofstede's cultural dimension framework. The results showed that leaders in both colleges possess a transformational leadership style, albeit lower than the norm. This study disclosed that, in the high-power distance contexts, the idealized image of the leader contributed positively toward higher satisfaction of the followers with their leaders and current governance systems, while acknowledgment and rewards were the sources of satisfaction in low-power distance societies. Followers in a low uncertainty avoidance, individualistic, and short-term-oriented context achieved higher technical production. Both public universities expressed the need for government involvement in supporting the culture of innovation."]
["University technology transfer efficiency in a factor driven economy: the need for a coherent policy in Egypt",2019,"https://doi.org/10.1007/s10961-019-09737-w","Kirby, David A.; El Hadidi, Hala H.","The Journal of Technology Transfer","The article examines the effectiveness of instruments to promote technology transfer and foster entrepreneurial innovation in Egypt where there are individual measures but no comprehensive, unified policy or strategy to promote the transfer and commercialisation of the intellectual property stemming from university research. The study examines the extent of technology transfer in the country and the effectiveness of the various existing measures through a four-phase investigation involving in-depth interviews with experts, a questionnaire survey of 400 Egyptian Science, Engineering and Technology academics, three case studies of Technology Transfer Offices and a 237 respondent industry survey. The results indicate that despite the measures that have been introduced, there is little university‚Äìindustry collaboration and that the interventions are of limited effectiveness. The article concludes that there is a need for a broad, national co-ordinating policy that encourages universities and industry to collaborate, particularly on research, and to engage in the transference and commercialisation of technology."]
["Towards an entrepreneurial university: case of Tunisia",2020,"https://www.worldscientific.com/doi/10.1142/S0218495820500028","Sidrat, Sawsen; Boujelbene, Younes","Journal of Enterprising Culture","In this paper, we shed light on the entrepreneurial university in Tunisia through a quantitative survey of 532 heads of Tunisian universities to explore, identify and understand the factors that help a Tunisian university to become an entrepreneurial one. Our results showed that to become entrepreneurial, the university should adopt an entrepreneurial orientation, in other words, it should be innovative, autonomous, proactive, risk taker and competitive. In this context, a proposed conceptual model can be used as a tool for the universities wishing to initiate and implement an entrepreneurial orientation policy."]

{"sheet":"6 - Global","index":38,"n_rows":7,"n_cols":6,"rows_kept":7,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q6: How can HE systems and Higher Education Institutions (HEIs) play a more active role in development and strengthening of national and regional innovation ecosystems?\nRegion: Global",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":5},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Mid-term performance evaluation of the Higher Education Solutions Network (HESN)",2016,"https://www.mendeley.com/catalogue/36d0523c-3945-3295-bf7f-2a3ef47910ca/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7B36d0523c-3945-3295-bf7f-2a3ef47910ca{\\%}7D","Amulya, Joy; Chung, James; Monschein, Stephanie; Vijayakumar, Charu","Dexis Consulting Group","The Higher Education Solutions Network (HESN) was formed in November 2012 to harness the ingenuity and passion of scientists, students, faculty, and entrepreneurs to solve some of the world's most pressing development challenges. HESN consist of eight HESN Labs, each of which is led by a higher education institution (HEI), and supported by a core coordinating body at USAID. The goal of HESN is to create an interdisciplinary network of Development Labs to solve distinct development challenges. This goal is supported by three objectives: 1. Improve data quality, access and analytics to advance evidence-based development decision making 2. Accelerate the creation, testing, and scaling up of transformative innovations, technologies, and approaches 3. Catalyze a global interdisciplinary ecosystem of individuals and institutions that shares knowledge, promotes learning and builds mutual capacity. HESN Labs are intended to be virtual centers of knowledge that will help USAID and the larger development community better understand problems and evaluate and develop new solutions to development challenges. HESN Labs and their partners seek to foster innovation in science and technology, and engage and inspire a new and broader community of scholars and students involved in the complex issues of international development planning, execution, and assessment. The HESN Labs support USAID and other development organizations to improve their analytical capabilities in understanding development challenges and core barriers to addressing them, catalog solutions to different challenges, catalyze and bring forward novel approaches to addressing development problems, and encourage the development and application of new tools within science, technology, and engineering to improve the efficacy and decrease the cost of development interventions."]
["The role of universities in innovation systems in developing countries: Developmental university systems -empirical, analytical and normative perspectives",2009,"https://dx.doi.org/10.4337/9781849803427.00019","Brundenius, Claes; Lundvall, Bengt-Åke; Sutz, Judith","Handbook of Innovation Systems and Developing Countries: Building Domestic Capabilities in a Global Setting (Edited by Bengt-Ake Lundvall, K.J. Joseph, Cristina Chaminade and Jan Vang)","It has become almost trivial to assert that in the knowledge society universities are important institutions. This consensus notwithstanding, questions such as in what sense and for whom those institutions are important, are far from receiving unanimous answers. Should the major function be to promote higher education in order to serve all sectors of society or should the emphasis be to engage in research, and what are the relationships between the two types of activities? And what should a ‚Äòthird mission' encompass: a broad interaction with society or just an interaction with the business sector aiming at promoting technical innovation in high technology? Debates are particularly entangled in developing countries, partly due to a strong presence of international advice alongside the positions held by local actors, and partly due to the level of the challenges that such countries and their universities are facing. Both in the developed and the developing countries the main emphasis is now on how universities may serve industry through direct flows of information from ongoing research. But it is obvious that universities contribute to economic growth and development through other mechanisms, not least through the flow of graduates into the labor market."]
["Higher education in innovation ecosystems",2020,"https://www.mdpi.com/2071-1050/12/11/4376","Cai, Yuzhuo; Ma, Jinyuan; Chen, Qiongqiong","Sustainability (Switzerland)","While higher education has been considered as both an 'engine' for innovation and a 'catalyst' for sustainability development, the integration of both the 'innovation engine' and 'sustainability catalyst' roles is best reflected in higher education's engagement in innovation ecosystems-the theme of this special issue, including 16 articles dealing with the topic from various perspectives. In this editorial, we outline an overarching framework about the relations between higher education and innovation ecosystem. When elaborating the framework, we provide a new definition of innovation ecosystem and identify three roles of university in innovation ecosystems, based on synthesizing relevant literature. The framework could facilitate readers to comprehend each of the collected articles and find synergy among them."]
["A creative learning ecosystem, quality of education and innovative capacity: a perspective from higher education",2015,"https://www.tandfonline.com/doi/full/10.1080/03075079.2014.881342","Crosling, Glenda; Nair, Mahendhiran; Vaithilingam, Santha","Studies in Higher Education","Globally, governments recognize the importance of creativity and innovation for sustainable socioeconomic development, and many invest resources to develop learning environments that foster these capacities. This paper provides a systematic framework based on Nair's Innovation Helix model for studying the factors of a country's creative learning ecosystem (CLE), the quality of its education system (QES), and its innovative capacity (IC). The CLE factors are infrastructure/infostructure (physical and digital infrastructure), intellectual capital, interaction, integrity systems, incentives, and institutions. Using a composite CLE index for 113 countries, the findings indicate a strong correlation between a country's CLE, QES and IC. Through brief case studies of countries that measure highly in CLE, QES and IC, this study points out their higher education strategies and their best practices for other countries to emulate, in order to facilitate creativity and innovation through higher education."]
["Higher education, research and innovation: Changing dynamics - Report on the UNESCO Forum on Higher Education, Research and Knowledge 2001-2009",2009,"https://unesdoc.unesco.org/ark:/48223/pf0000183071","Meek, Lynn V.; Teichler, Ulrich; Kearney, Mary-Louise","International Centre for Higher Education Research Kassel, University of Kassel","This present Research Report provides a synthesis of the main findings of the UNESCO Forum on Higher Education, Research and Knowledge, from its establishment in 2001 to the conclusion of its activities under Phase 1 in 2009. This arena for debate was launched to follow-up the outcomes of the two major UNESCO world conferences, the 1998 World Conference on Higher Education, ‚ÄúHigher Education in the twenty-first century‚Äù and the 1999 World Conference on Science, ‚ÄúScience for the twenty-first century‚Äù. Having tracked the numerous and rapid changes of the intervening decade, it is, therefore, entirely fitting that the UNESCO Forum should take stock of the new dynamics in 2009, when UNESCO will reprise these major conferences so as to chart progress and identify emerging trends."]

{"sheet":"7 - Africa","index":39,"n_rows":24,"n_cols":6,"rows_kept":24,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q7: How can HEIs collaborate most effectively with the private sector to enhance the relevance and quality of teaching and learning, and research and innovation?\nRegion: Africa",null,null,"Total:",{"$f":"COUNTA(B3:B995)","v":22},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Nature and dynamics of industry-based workplace learning for South African TVET lecturers",2016,"https://eric.ed.gov/?id=EJ1097976","van der Bijl, Andre; Taylor, Vanessa","Industry and Higher Education","This article reports on the findings of an industry workplace experience project involving lecturers in South Africa's technical and vocational education and training (TVET) colleges, against the backdrop of new legislation and the realization that college lecturers' industry-related skills are in question. Its focus is on the nature of TVET lecturer industry-based workplace learning and the internal dynamics of its implementation in the college and employer systems. The article provides background on workplace-based learning for TVET lecturers and contrasts this form of workplace learning with forms used for students. After providing a critical analysis of methods used to theorize workplace-based learning, a model is employed to describe and analyse lecturers' experiences, with the aim of informing national and international knowledge and practice. The study supports the argument that workplace-based learning for TVET lecturers is not the same as for students. While students are exposed to workplaces to provide them with orientation and initial skills for future careers, workplace-based learning for lecturers is designed to improve knowledge development competencies. TVET lecturers undertake workplace-based learning to improve their knowledge of practice and so improve their theorization and teaching skills. The article points to the need for further research on and theorizing of industry-based workplace learning for lecturers."]
["Skills Development and Youth Employability In West Africa: Observations on the state of TVET and good practices from Senegal, Ghana, Ivory Coast, and Nigeria",2020,"http://www.adeanet.org/en/knowledge-and-resources/skills-development-youth-employability-west-africa-senegal-ghana-ivory-coast","Busson, Svenia","Association for the Development of Education in Africa","Many Sub-saharan African countries are facing huge challenges in creating relevant education and employment opportunities for their young and fast growing population. Demand for jobs outpace growth in job opportunities. While many of the jobs available are in technical and Ô¨Åelds, Technical and Vocational Education and Training (TVET) is generally not leveraged effectively for a range of reasons - including lack of legislative and political support from the state, outdated curricula, insufÔ¨Åcient public-private partnerships and undesirable perception of TVET among the public. However, even in the face of these challenges, there are a number of successful initiatives operating in TVET. Recommendations to improve the state of TVET in this part of the world could be to recognize and support formal as well as informal TVET paths in order to improve its image. Also, the private sector could play a huge role by becoming more engaged in TVET through offering more internships, apprenticeships etc. Last but not least, it seems important to cultivate an entrepreneurial mindset in the African youth, to move from job search to job creation. This report provides an overview on the state of TVET in West Africa (focusing on Senegal, Nigeria, Ghana and Ivory Coast) and highlights examples of successful models and good practices from the ground."]
["Harnessing the potential of hospitality and tourism for young people's employment",2018,"https://mastercardfdn.org/wp-content/uploads/2018/08/MCF14003-Youth-Think-Tank-2018-Report-vFA-AODA.pdf","Mastercard Foundation","Mastercard Foundation","With over one billion young people set to enter the global labour market over the next decade, the opportunity for the largest youth generation in history to reshape economies is upon us. With this opportunity comes an urgency to find solutions that unleash the agency of young people to build their confidence, amplify their voices, and ensure they have the skills needed for work. To date, however, how to support young people in leading economic change has remained unclear for employers and policymakers alike. All too often, this is because young people are not engaged as experts who are capable of not only answering these key questions, but also adding unique value and perspectives that decision-makers may lack. This youth-led research into the hospitality and tourism sector highlights the voices of young people who were interviewed by their peers regarding the challenges and opportunities presented by the sector. All too often, the perspectives and voices of young people are absent when this sector is examined. This research attempts to fill this gap by elevating these voices. Findings: 1) Youth leadership can promote the hospitality and tourism sector; 2) Youth people must co-lead initiatives to broaden access to training and jobs; 3) Employers must invest in youth employee's growth to support sector stability; 4) Governments must engage with young people and deliver their priorities for employment; 5) With confidence and support, young people will take control of their own career paths; 5) Governments must prioritize youth engagement and sector development"]
["University–industry linkages and knowledge creation in Eastern and Southern Africa: some prospects and challenges",2013,"http://dx.doi.org/10.1080/09744053.2013.832066","Mihyo, Paschal B.","Africa Review","The development of technical and technological capabilities through research and innovation has dominated the African development agenda since adoption of the Lagos Plan of Action, 1980 through to the current policies of the African Union, the African Development Bank, the New Partnership for Africa's Development (Nepad), and the African regional economic communities. University-industry linkages are the best modality for achieving this goal. In Africa, however, these linkages are weak. Where they do exist, they are based on short-term, individualised projects. Industries lack a robust research and development base to absorb knowledge generated by research and innovation institutions. Governments do not provide adequate incentives for such linkages and universities lack the mandate, organisational structures, human resources management policies, modalities for promoting the protection of intellectual property rights generated by research and innovation activities, and the necessary incentive schemes to nurture, capture, and reward talent and innovation. In order to overcome these obstacles, creative and adaptive policies are required to strengthen these linkages through financial support to industries and universities, and incentives conducive to long-term co-operation between them."]
["Knowledge creation and human capital for development: The role of graduate entrepreneurship",2011,"www.emeraldinsight.com/0040-0912.htm","Mitra, Jay; Abubakar, Y. A.; Sagagi, M.","Education and Training","Purpose: Tackling structural and emergent problems in the labour market, valorising skilled human capital (HC) for opportunity creation, economic development and growth, are some of the key drivers for graduate entrepreneurship. This paper aims to examine developments in Africa, focusing on the significance of improving human capital through graduate entrepreneurship to meet the Millennium Development Goals (MDGs) in Nigeria. Design/methodology/approach: Based on a unique Education Partnerships in Africa (EPA) project the paper adopts a conceptual and exploratory approach to understand the institutional, cultural and economic dimensions of change and the specific role of graduate entrepreneurship education and training in enabling productive outcomes, using an illustrative case study of the project to develop the arguments. Findings: Knowledge creation lies at the heart of entrepreneurship development in developing economies such as Nigeria. Knowledge creation (KC) for entrepreneurship (E) is based on human capital (HC) development. In circumstances of uneven growth in developing economies HC development is the only constant. Harnessing HC for entrepreneurship can be based on three sets of propositions derived from an examination of the relationship between KC, HC and E, which locate graduate entrepreneurship's role within a holistic, institutional framework. Originality/value: The paper's originality lies in the development of a model for promoting and evaluating a holistic approach to graduate entrepreneurship in developing countries based on the targeting of MDGs. It offers new insights into the role of graduate entrepreneurship in economic and social development."]
["University-industry linkages' literature on Sub-Saharan Africa: systematic literature review and bibliometric account",2018,"https://link.springer.com/article/10.1007/s11192-018-2760-4","Zavale, Nelson Casimiro; Langa, Patrício Vitorino","Scientometrics","As a result of the growing interest on University-Industry Linkages (UIL)' research, systematic literature reviews and bibliometric studies have been undertaken to describe the state-of-the-art and provide a quantitative overview of the literature on UILs. However, these reviews have mainly enhanced the visibility of UILs' literature targeting developed countries. UILs' literature focusing on developing countries, particularly on Sub-Saharan Africa (SSA), is generally less visible. This paper seeks to fill this gap and to enhance the visibility of UILs' focusing on SSA, by undertaking a systematic literature review and displaying its bibliometric portrait. More specifically, the paper addresses the evolution, sources, main research questions, units of analysis, methods, countries researched, the influence of this literature, as well as its main findings. Based on Web of Science, Scopus and Google Scholar, 230 relevant articles have been identified and analysed. The paper's findings demonstrate that, while SSA continues to be an under-research terrain, the quantity of literature targeting this continent seems to be substantial and higher than it is often portrayed. The findings also demonstrate the dominance of South Africa, Nigeria and developed countries, both as knowledge producers and consumers of literature focusing on SSA. African poor countries seem to suffer from a double neglect: they are under-researched, but also ignored when research on them is produced. The paper argues, therefore, for the need to reconsider the place of African low-income countries in UILs' research, both as empirical fields and as incipient knowledge producers."]
["Effects of multi-stakeholder platforms on multistakeholder",2018,"https://doi.org/10.1371/journal.pone.0197993","Sartas M, Schut M, Hermans F, Asten Pv, Leeuwis C","PLoS ONE","Multi-stakeholder platforms (MSPs) have been playing an increasing role in interventions aiming to generate and scale innovations in agricultural systems. However, the contribution of MSPs in achieving innovations and scaling has been varied, and many factors have been reported to be important for their performance. This paper aims to provide evidence on the contribution of MSPs to innovation and scaling by focusing on three developing country cases in Burundi, Democratic Republic of Congo, and Rwanda. Through social network analysis and logistic models, the paper studies the changes in the characteristics of multi-stakeholder innovation networks targeted by MSPs and identifies factors that play significant roles in triggering these changes. The results demonstrate that MSPs do not necessarily expand and decentralize innovation networks but can lead to contraction and centralization in the initial years of implementation. They show that some of the intended next users of interventions with MSPs–local-level actors–left the innovation networks, whereas the lead organization controlling resource allocation in the MSPs substantially increased its centrality. They also indicate that not all the factors of change in innovation networks are country specific. Initial conditions of innovation networks and funding provided by the MSPs are common factors explaining changes in innovation networks across countries and across different network functions. The study argues that investigating multi-stakeholder innovation network characteristics targeted by the MSP using a network approach in early implementation can contribute to better performance in generating and scaling innovations, and that funding can be an effective implementation tool in developing country contexts."]
["Implementing human and institutional capacity development with agricultural higher education institutions: The genesis of iAGRI.",2016,"https://repository.ruforum.org/system/tdf/Erbaugh.pdf?file=1&type=node&id=36525&force=","Erbaugh, J. M., Kraybill, D. S., Minde, I. J., & Hansen, D. O.","RUFORUM Institutional Repository","The Innovative Agricultural Research Initiative (iAGRI) is a long-term investment in agricultural higher education and research capacity in Tanzania funded by USAID under the Feed the Future initiative. The main goal of the iAGRI project was to improve food security and agricultural productivity in Tanzania by strengthening the training and collaborative research capacities of Sokoine University of Agriculture (SUA) and the Ministry of Agriculture, Livestock and Fisheries (MALF). The need for the project was identified by the Government of Tanzania and USAID who recognized that the agricultural training, research, and outreach capacity of SUA to boost food production and reduce food insecurity was lacking. The project was designed to address these gaps by focusing on multiple dimensions of capacity building including human resource development (long term degree training), collaborative research, institutional capacity development and improved linkages with other universities in the USA and in the Global South. The experience of The Ohio State University, partner US universities, and the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) in implementing earlier institutional development projects around the world and in East Africa informed the early design and approaches used to implement and address these capacity development components. Long-term degree training of Tanzania post-graduates occurred in the United States, at RUFORUM affiliated institutions in East and Southern Africa, and in India. Following the former collaborative research support program (CRSP) model, thematic collaborative research programs were launched in Tanzania that engaged scientists from partner universities in the U.S. with research scientists from SUA and MALF. Former projects that established enhanced linkages between agricultural higher education institutions (AHEI) and the private sector were implemented through new and innovative programmatic approaches such as the Innovation Portfolio. Through the course of project implementation, it became apparent that to improve institutional capacity there was a need to focus on organizational change and improved linkages with external stakeholders including the private sector, in tandem with human resource development to improve the administrative culture and working environment and transform SUA into a 21st century university. The leadership and change management initiative represented a unique departure from past capacity programs and as a major contribution of the iAGRI project to agricultural higher education institution capacity development initiatives."]
["CULTIVATING INNOVATION DURING COVID-19: MALAWIAN HIGHER EDUCATION AND LOCAL SOLUTIONS IN CRISIS RESPONSE",2020,"https://www.edu-links.org/sites/default/files/media/file/Malawi%20MUST-ISP%20Case%20Study_Final_Dec20.pdf","USAID, CENTER FOR EDUCATION AND INNOVATION, TECHNOLOGY, AND RESEARCH HUB","USAID","Higher education institutions closed their physical campuses in late March 2020 in response to the COVID-19 virus. Many institutions were not equipped to deliver classes virtually. Students no longer residing on campus faced challenges accessing learning materials due to inaccessible or unreliable Internet connections. Higher education institutions faced financial difficulties stemming from unpaid student fees and a loss of revenue from teaching, learning, research, community outreach, and publication activities. Despite these challenges, several higher education institutions in Malawi demonstrated their critical role in addressing the pandemic by advancing research and innovation. Notably, USAID partner Malawi University of Science and Technology (MUST) embraced this role, developing innovative solutions. This case study underscores the importance of partnerships during crises in expanding capacity for research and innovation within higher education institutions and outlines the broad societal benefits of this increased capacity."]
["Exploring Open and Distance Learning Reform at the National University of Lesotho: A Managerial Perspective",2021,"https://doi.org/10.19173/irrodl.v22i4.6283","Nketekete, M., & Mojalefa, M. L.","International Review of Research in Open and Distributed Learning","This study investigated how open and distance learning (ODL) reform was managed within the Institute of Extramural Studies (IEMS), at the National University of Lesotho (NUL). The reform was introduced during the 2017/18 academic year with first-year programmes in three departments: (a) Adult Education; (b) Business and Management Development; and (c) Research, Evaluation, and Media. The study employed interviews and analysis of institutional documents as data collection techniques. Interviews were held with eight programme coordinators, four department heads, and the director of IEMS. Purposive sampling was used to select the participants to the study given their strategic position in the management and implementation of the reform. Qualitative content analysis was used to interpret the data. The findings suggested that the ODL programmes were introduced without a policy and comprehensive plan. The implementation faced several challenges such as finance, as well as infrastructural and human resources. Evidence from the literature has suggested that compared to face-to-face strategy, ODL as an educational strategy requires special resources, support, and funding. Thus, curricular materials should be adapted for the ODL context, taking into account students’ characteristics. The study found that these pertinent requirements were not considered, and implementation continued as if the reform still constituted face-to-face or campus-based instruction."]
["Proximity and Choice of College of Distance Education (CoDE) of the University of Cape Coast for Further Studies",2019,"https://doi.org/10.1108/IJEM-12-2017-0379","Segbenya, M., Oduro, G. K. T., Peniana, F., & Ghansah, K.","International Journal of Educational Management","Purpose The purpose of this paper is to investigate the proximity of study centres to the students of College of Distance Education, University of Cape Coast (CoDE/UCC) and whether further studies of distance learners who were teachers and employees could lead to absenteeism in their workplaces. Design/methodology/approach A sequential explanatory strategy was used. A self-administered questionnaire and unstructured interviews as well as observation guides were employed to collect data from 2,077 students pursuing business and education programmes of CoDE in all study centres across Ghana. Data were analysed with descriptive statistics and pattern matching of content analysis. Findings The study found that few teachers and other workers pursuing the distance education do absent themselves from the workplace or classroom on Fridays preceding their face-to-face session because they embarked on their journey to the study centres on Friday morning. Some teachers also absented themselves from work on Mondays after face-to-face sessions for a lack of means of transport on Sunday after lessons. The absenteeism of these respondents directly and indirectly affected their employers, students and customers. Practical implications It was therefore recommended that management of CoDE/UCC should open more study centres in all the regions especially Western, Ashanti, Upper East, Northern and Upper West Regions to reduce number of hours spent by students to their study centres and consider introducing the business programmes at the existing district centres to reduce average distance covered by these students to commute from their places of work to their respective centres in the regional capitals. It was also recommended that online/electronic learning and audio versions (impersonal communication) of the study modules should be introduced so that students would not necessary have to travel to the study centre to participate in lectures/face-to-face sessions. Originality/value The findings of this study will help managers and administrators of both public and private distance educational providers. In addition to providing basis and areas for establishing study centres for geographical proximity, findings of the study should prove helpful for designing and delivering electronic and audio versions of distance education modules to reduce the level of absenteeism in workplace for the students."]
["Effectiveness of Internships as Pedagogical Practices in Promoting Employability Skills amongst Graduating Students in Selected Social Science Degree Programmes in Zambia",2021,"https://doi.org/10.12973/ijem.7.4.649","Mwelwa, K., & Mawela, A. S.","International Journal of Educational Methodology","To explore their role in enhancing graduate employability, the study investigated the effectiveness of student internships as pedagogical practices in promoting employability skills amongst graduating students in four Social Science Degree programmes of selected universities in Zambia. Qualitative and quantitative data were collected from 162 participants through the questionnaires and interview guides using a mixed-methods approach. The participants included different actors in the labour industry as critical informants; graduating students taking Social Science Degree Programmes; Lecturers, and Employers. The quantitative and qualitative data were analysed using the SPSS version 24 and Atlas. Ti. Version 8, respectively. This study employed the Human Capability Approach and Human Capital theories. Findings indicated that although internship practices were considered an essential component in the social science degree programmes for skills development, their effectiveness in promoting employability skills amongst graduating students varied from one programme to the other. The findings have implications on how universities and the labour industry could work together to design and implement internship experiences for students in social science degree programmes that are more effective in promoting the acquisition of employability skills in Zambia."]
["What We Assess Is What We Produce: Moving towards the Development of Skills in South African FET Colleges",2021,"https://doi.org/10.1080/10668926.2020.1758241","Teane, F. M.","Community College Journal of Research and Practice","The focus of this study was to investigate the coherence between the needs of industry and the curriculum offered at Technical and Vocational Education and Training (TVET) colleges. The context of this study was TVET colleges, which is a relatively recent sector in the Department of Higher Education and Training (DHET), in South Africa. There is an unacceptably high rate of unemployment in South Africa and in particular, there is a shortage of technical skills, which the TVET sector is expected to address. Concerns have been expressed about the effectiveness of these colleges in producing graduates with employability skills. This study investigated whether the assessment strategies employed in the Electrical Engineering curriculum are appropriate in preparing the students for practice. A qualitative research design was used where a sample consisting of seven Further Education and Training (FET) College graduates and three instructors (lecturers) were selected using a snowball sampling technique. Findings of this research are that the current assessment strategy used in FET colleges (written testing) does not lead to the development of employability skills in FET graduates. The proposed TVET programs are those that promote a dual assessment throughout the course that yields the technical knowledge and employability outcomes that will meet the needs of industries."]
["Career Training with Mentoring Programs in Higher Education: Facilitating Career Development and Employability of Graduates",2020,"https://doi.org/10.1108/ET-04-2019-0071","Okolie, U. C., Nwajiuba, C. A., Binuomote, M. O., Ehiobuche, C., Igu, N. C. N., & Ajoke, O. S.","Education & Training","Purpose This study explores how career training with mentoring (CTM) programs work in Nigerian higher education (HE) institutions to foster students' career development and employability of graduates. It also explores how Nigerian HE curriculum can be adequately used to facilitate CTM as well as possible constraints to effective implementation of CTM programs in Nigerian HE institutions. Design/methodology/approach The study draws on interviews with well-qualified and experienced experts from six Nigerian public universities (each from the 6 geo-political zones of Nigeria), and 20 industries also within the same 6 geo-political zones of Nigeria that were selected for this study using a purposeful sampling technique. The study interviewed 33 experts comprising 21 senior academics at Nigerian universities and 12 industry executives to reveal substantial information about CTM programs in Nigerian HE institutions. Findings Drawing on the three key themes that emerged during the thematic analysis and linked to social cognitive career theory, it is clear that participants are convinced that CTM can enhance clarity about students' career ambitions, career interests, personal development plans and employability. Findings show that there are some career-related programs or activities that Nigerian HE students are presented with, but the programs have not been effective as to offer graduates quality career guidance and employability skills that employers demand. Acknowledging these, participants recommend establishing CTM centres in all Nigerian HE institutions to provide students with the opportunity to receive quality career advice, coaching and mentoring services while schooling. Practical implications The findings of this study shed light on varying resources required to cope with the demands of labour market in terms of supply of competent workforce that can contribute to Nigeria's economic growth and development. The findings are highly relevant for Nigeria and other developing countries' policy and research initiatives that aim to promote social inclusion and equity and improve better working conditions for all. The findings also have implications for career development and employability of HE graduates in developing world context. Originality/value Understanding the role that CTM programs can play in facilitating career development and graduate employability can arguably be of importance within the developing world context. This study, therefore, provides significant suggestions on how to build sustained HEIs and labour market partnership to foster career development and employability of HE graduates through establishing CTM centres in every Nigerian HE institutions."]
["Producing Work-Ready Commercial Art Graduates: Stakeholders’ Perceptions",2022,"https://doi.org/10.1108/HESWBL-08-2020-0192","Sarpong-Nyantakyi, J., Osei-Poku, P., & Eshun, E. F.","Higher Education, Skills and Work-Based Learning","Purpose Graduate unemployment is widely reported not only in Ghana but also across the globe. The purpose of this study is to examine the relevance of the HND Commercial Art Programme, Graphic Design (CAPGD) option, to the graphic art industry and to determine the work readiness of graduates of HND CAPGD at the world of work. Design/methodology/approach A qualitative, evaluative case study research design was adopted to examine the perspectives of stakeholders of CAPGD. It was a multiple case study, which involved faculty members, graduates and industry-based supervisors. The study was conducted using in-depth semi-structured interviews and focus group discussions to obtain in-depth interpretations and conclusions that reflected the perceptions of the stakeholders. Findings The qualitative results indicate that the existing curriculum, based on the old polytechnic educational system, does not provide adequate practical approach to teaching and learning processes. Hence the majority of graduates lack competencies to meet industry's expectations. Research limitations/implications The key limitation is lack of database on the HND Graphic Design graduates at Takoradi Technical University. This affected the data collection process as the HND Graphic Design graduate participants were not easily accessible, and, as such, much effort and risk were required to contact them. Considering the implication for education policy, the findings propose stakeholders' collaboration to ensure cross fertilization of ideas (Nwajiuba et al., 2020). Hence, a compilation of database could engender further study in this area and thus form the bases of a mixed method approach resulting in in-depth analysis for fresh insights into the study. Originality/value The findings provide unique insights into work readiness of Commercial Art graduates, specifically in Ghana, as it seeks to bridge a gap in literature."]
["Implementing Strategies of Entrepreneurship Education in Zimbabwe",2020,"https://doi.org/10.1108/ET-03-2020-0068","Mawonedzo, A., Tanga, M., Luggya, S., & Nsubuga, Y.","Education & Training","Purpose The aim of this paper is to explore how the strategies of entrepreneurship education in clothing and textile programmes are implemented in selected Technical Colleges in Zimbabwe. Design/methodology/approach A qualitative research approach was adopted for this paper. Purposive sampling technique was used to collect data from 42 participants through in-depth interviews and focus group discussions. Findings The findings show that there were two principal strategies that are used by lecturers in technical colleges, where entrepreneurship education is taught. The findings reveal that the implementation of the lecture method in most of these colleges deviates remarkable from each other. Given the socioeconomic and linguistic backgrounds of the learners, lectures are delivered in both English and the dominant local language, and the notes are written on the blackboard. Experiential learning, which is the placement of students in textile and clothing industries, was revealed to be another strategy, which was not achieving the intended results as most of the students were engaged in unrelated activities. The implementation of the two methods fall short of internationally recognised and pedagogically acceptable strategies that ought to instil the necessary skills in students to become future entrepreneurs in the textile and clothing industries in Zimbabwe and in Africa. Research limitations/implications One of the limitations of the paper is that data was not collected from production managers from the clothing manufacturing industry and from the Ministry of Higher and Tertiary Education officials, especially those from the Curriculum Development Unit. However, the core of this paper is on implementing strategies from the perspectives of lecturers and students. Another limitation of the paper is that data was collected only from three technical colleges in Harare, Manicaland and Midland provinces. There are a total of nine such colleges in Zimbabwe. Nonetheless, since this a qualitative paper, its aim is not to generalise its findings but to provide in-depth and rich information about implementing strategies in Clothing and Textile programmes in selected TVET colleges. Originality/value The paper presents some pertinent recommendations to enhance a better implementation of the strategies used in entrepreneurship education to ensure that upon graduation, graduates can be self-employed and create jobs. This could help in curbing the high unemployment rate in Zimbabwe as well as in Africa in general."]
["Soft Factors in Global ICT Sector Development: Studies with Bangladeshi and Rwandan ICT Workers",2021,"http://dx.doi.org/10.7302/3846","Kano, T.",null,"Some low- and middle-income countries (LMICs) aim to designate the information and communication technology (ICT) sector as a central pillar to expedite their economic development, and a key element of ICT sector development is to nurture capable ICT workers. Scholars and policymakers concerned with those ICT workers tend to focus on nurturing hard technical skills; however, there is increasing evidence that “soft factors”—less tangible elements that affect the performance and behavior of ICT workers—are just as important. In this dissertation, I investigated the importance of certain soft factors for the development of ICT professionals, and ultimately the entire ICT sector, in LMICs. I use mixed methods across four projects that consisted of interviews to derive hypotheses, surveys for socio-economic correlation analysis, and a field experiment to evaluate the impact of training. My research focused mainly on young ICT professionals from Bangladesh and Rwanda—LMICs that focus on the ICT industry—who had foundational training in ICT and who had the potential to be ICT leaders in their countries. It was known that international experience such as study abroad programs could have dramatic effects on professionals from LMICs, but little was known about the actual impact of such programs, or whether their impact could be gained through other means. This dissertation consists of four interrelated projects. Project 1 analyzed what group of university students majoring in ICT in Bangladesh was most likely to be interested in experiences abroad. I found that top-tier university students tended to prefer to work in high-income countries and others expected to remain in Bangladesh, and the desire to go abroad correlated with parental income, attendance at elite universities, gender, and the presence of role models abroad. Project 2 explored the reported strengths and challenges of Rwanda’s ICT sector. I found that (1) there are sincere and widely shared aspirations for ICT-led national development; (2) policy support for ICT entrepreneurship is successful at helping to start ICT-based businesses but not at maintaining them or helping them succeed; and (3) some challenges in higher education exist. Project 3 found a gap between the expectations that Rwandan had for studying abroad and the learning outcomes of their international experiences. Specifically, while the candidates expected to have knowledge-based growth (e.g., hard skills), the returnees identified experience-based growth and mindset changes as the main learning outcomes. Based on the findings in Project 3, Project 4 implemented an intervention to develop the soft factors for young ICT engineers in Bangladesh who were interested in working abroad. The results suggest that soft factors training for ICT human resources can have some positive effect on individuals’ adaptation to new environments when they started working, especially in a foreign country. This dissertation makes several new contributions. First, these findings support the critical role of experiences abroad in cementing soft factors among ICT workers, and point to these workers’ potential value in their home countries’ national ICT sector development. Second, it builds on the existing theory of brain circulation by opening an avenue of inquiry about the initial emigration required for brain circulation; indeed, it appears that there is much to be understood with respect to migration dynamics pre-diaspora. Third, I argue that leap-frogging into a robust ICT economy is unlikely but that ICT workers’ development can be accelerated."]
["Exploring Foreign Entrepreneurial Ecosystems through Virtual Exchange",2020,"https://doi.org/10.14705/rpnet.2020.45.1117","Cheikhrouhou, N., & Marchewka, M.","Designing and implementing virtual exchange – a collection of case studies","This case study reports a Virtual Exchange (VE) between students at Cracow University of Economics (Poland) enrolled in business courses and students from the High Institute of Technological Studies of Béja (Tunisia) enrolled in an entrepreneurship course. The main aim of the project was to enhance students’ awareness of similarities and differences between the Polish and the Tunisian entrepreneurial ecosystems. The goals also included improving language skills, Information and Communication Technology (ICT) literacy, teamwork, and increasing their self-confidence. The chapter describes the schedule of the project, tasks that students accomplished, and the technological and communication tools that were used. Finally, the study includes conclusions and suggestions for future initiatives."]
["Capacity Building in Small Business Management for New Literates through Action Research",2019,"https://doi.org/10.1080/2331186X.2019.1643443","Arko-Achemfuor, A.","Cogent Education","This article reports on a community engagement project by the University of South Africa’s Department of Adult Basic Education to address the challenges faced by new literates in establishing and managing projects and small businesses. The main objective of the article was to assess how capacity and training workshops have been used as tools to empower individuals and groups who have just completed basic education to start and run successful business. In assessing the impact of the Kha Ri Gude Mass Literacy Campaign (KMLC) on the lives of graduates, it came to the attention of the Department that the graduates have taken initiatives to start SMMEs and other projects in their communities but the lack of business and project management skills was causing failures in a number of the initiatives. The qualitative method of enquiry using multiple case studies was applied in the article. The main instruments applied for data collection were individual and focus group interviews and observations. The initial data collection in three provinces in 2013 served as the baseline where the requests were made and the need analysis conducted. The finding indicates that the interventions have now helped the graduates to start and run SMMEs effectively, access markets for their products, form networks, register individual businesses and cooperatives and writing funding proposals among other skills. The articles recommend for the initiative to be rolled out in all the other provinces as it has proven to be successful in the areas it has been piloted."]
["A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa",2019,"http://dx.doi.org/10.1080/18146627.2016.1224588","Damons, D., le Grange, J. J., Mason, R. B., & Louw, S. W.","Africa Education Review","South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable."]
["Students’ Feelings about the Online Submission of Assignments Using Turnitin",2021,"https://doi.org/10.18820/2519593X/pie.v39.i3.9","Mtshali, M. A.","Perspectives in Education","The integration of information and communication technologies (ICTs) into teaching and learning, and the implementation of computer-mediated methods of instruction in the form of e-learning in higher education, have led to the emergence of new methods of submitting assignments electronically. One of these methods employs a learning management system (LMS) for teaching, learning and assessment. While significant research has been conducted on this phenomenon in developed countries, little has been published on how students experience and perceive this method of submission in a developing country such as South Africa, where a slow pace of technological innovation in education has been reported. The mixed methods study on which this article is based reports on how the Moodle LMS was used in a business management education (BME) course of a Bachelor of Education undergraduate degree, where students had to submit assignments through Turnitin. The qualitative component had a sample of 15 participants selected from 156 students using phenomenography as a methodological approach. Personal reflective journals, focus group discussions and individual interviews were qualitative data sources. A questionnaire was used to collect quantitative data that was analysed using the statistical package for social sciences (SPSS). The study found that participants viewed this method of submitting assignments as a conduit for monitoring plagiarism in BME. Findings from the study may offer insight into how emerging economies might engage with the crucial aspect of developing student consciousness about the importance of speedy and safe delivery of assignments in ways that promote academic honesty."]
["Developing Sustainable Energy Efficient Buildings—A Transnational Knowledge Transfer Experience between Norway and Kosovo",2020,"http://dx.doi.org/10.1080/03075079.2018.1534094","Hoxha, V., Haugen, T., Bjørberg, S., & Salaj, A. T.","Studies in Higher Education","The present study investigates the knowledge transfer (KT) processes from Norwegian University of Science and Technology to College ESLG in Kosovo. An inter-organisational knowledge of transfer theoretical framework from the business sector was applied to guide the present study. The data was generated through semi-structured interviews with key university officers, professors, and students in continuous education programmes from College ESLG and documentary evidence analysis from two partner universities. Based on the thematic analysis of the data, the findings demonstrated that the curriculum mapping process, joint lectures between Norwegian and Kosovar professors, joint research, and joint study visits facilitated the KT. While the transfer of knowledge most evidently resulted in institutional capacity development for the Kosovar College unit, the dissemination of knowledge to other units within the college was more challenging due to communication problems between the Real Estate Department and other units within the college."]

{"sheet":"7 - Asia","index":40,"n_rows":28,"n_cols":6,"rows_kept":28,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q7: How can HEIs collaborate most effectively with the private sector to enhance the relevance and quality of teaching and learning, and research and innovation?\nRegion: Asia",null,null,"Total:",{"$f":"COUNTA(B3:B999)","v":26},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Public university autonomy in Afghanistan: Assessment of three dimensions - financial, academic, and administrative",2019,"https://works.bepress.com/joseph_berger/45/download/","Berger, Joseph B.; Siwash, Najib; Zargar, Waheedullah; Assadullah, Sulaimen; Hedayet, Mujtaba; Aslami, Hassan; Wajdi, Habibullah; Mussaway, Javid",null,"Assessment of eight public universities in Afghanistan. Assesses each institution's financial, academic, and administrative autonomy. Discussion of importance of each dimension of autonomy and challenges the universities faced. Discussion of budgets, budget planning, recruitment, income generation, research, branding and marketing."]
["An analysis of the status of the Triple Helix and university-industry-government relationships in Asia",2014,"https://link.springer.com/article/10.1007/s11192-013-1100-y","Chung, Chung Joo","Scientometrics","The literature on the characteristics of the Triple Helix (TH) and university-industry-government relationships has not sufficiently shared research on this topic in Asia. Based on the assumption that the literature does not provide a sufficient overview of the sparse and complex yet diverse process of TH research in Asia, this study examines the characteristics of TH scholars such as their affiliations, preferred journals, international linkage patterns, and semantic discourse networks by analyzing their research articles. The results identify the most prominent TH scholars, journals, issues, and research trends in Asia and suggest a need for deeper and more creative analyses of the TH model in the region and for longer time periods for longitudinal analyses. {\\textcopyright} 2013 Akad{\\'{e}}miai Kiad{\\'{o}}, Budapest, Hungary."]
["Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance mid-term performance evaluation",2017,"https://docs.google.com/viewerng/viewer?url=https://vdocuments.site/google-reader?url{\\%}3D497a2c0b89beb08fcd4d593eb29dc76c97c5de7ce004f81b95d2b08a37c14ed71688c697f233262228b6f884d721e22765f9bf8c884862c5786258d00e368dfa4SDoS3qVdrqBDpWtabeXjPHTKSCLkEbcrfO9w9i","Dunworth, William","Management Systems International","Launched in September 2015 and continuing through September 2020, the Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance is managed by Arizona State University (ASU) on behalf of the US Agency for International Development (USAID). Based on the pillars of institutional policy, quality, curriculum, faculty innovation and technology, BUILDIT leverages deep and diverse government-industry-academic partners that share a goal of tightly linking science, technology, engineering and math (STEM) instruction in Vietnamese higher education institutions to the needs and capabilities of industry partners to produce graduates who can lead inclusive, technology-based growth. The rapid adoption of educational innovation will be driven by the input of key stakeholders through their participation in semi-annual Solutions Councils managed by the project. A network of maker innovation labs will support curricular innovation, providing students and faculty with a venue to implement the applied-problem and project-based curriculums being developed. The Higher Education Learning and Innovation Exchange (HELIX) portal will serve as a web-based repository for educational assets, resources and faculty training and development tools. To achieve these ends, BUILD-IT has the three development objectives: ‚Ä¢ Objective 1: Strengthen Higher Education Policy ‚Ä¢ Objective 2: Improve Academic Programs and Outcomes ‚Ä¢ Objective 3: Enable University ‚Äì Private Sector Collaboration"]
["Bridging the cultural divide: Trust formation in university-industry research collaborations in the US, Japan, and South Korea",2014,"http://dx.doi.org/10.1016/j.technovation.2014.04.006","Hemmert, Martin; Bstieler, Ludwig; Okamuro, Hiroyuki","Technovation","Academia and industry increasingly work together, but this is not always an easy endeavor. In this article we investigate how relational mechanisms facilitate trust formation in university-industry research collaborations (UICs) in three countries and contribute to the understanding of international similarities and differences in UICs by considering institutional factors, specifically, the strength and maturity of UICs in each country. Analyzing survey data of 618 recent UICs in the US, Japan, and South Korea, we identify the activities of innovation champions as a critical trust building mechanism between firms and universities that complements initial trust formation through tie strength, partner reputation, and contractual safeguards. We find that partner reputation and champion behavior are more important for trust formation in South Korea than in the US and Japan, indicating that in 'emerging UIC countries' where most firms and universities have little collaboration experience, reputation and the leadership by innovation champions are more important for trust formation in UICs than in 'advanced UIC countries' with strong and mature UIC networks. From a public policy perspective, our findings suggest that networks between firms and universities should be generally strengthened and collaboration partners should be provided with effective contractual safeguards to enhance trust formation in UICs. {\\textcopyright} 2014 Elsevier Ltd."]
["How can academic innovation performance in university‚Äìindustry collaboration be improved?",2017,"http://dx.doi.org/10.1016/j.techfore.2016.03.024","Huang, Mu Hsuan; Chen, Dar Zen","Technological Forecasting and Social Change","As universities gradually become the center of society's knowledge production system, their role in innovation becomes more diverse. In the pursuit of such a role, universities are encouraged to establish a university‚Äìindustry collaboration (UIC) context that supports faculties and students to engage in entrepreneurial activities. On the basis of the organizational control perspective, we investigated how UIC factors, namely implementing a formal UIC management mechanism, implementing UIC regulations, and supporting an innovative climate, influence the academic innovation performance of universities. The results of partial least squares analysis of 141 Taiwanese universities showed that UIC-subsidized universities have more advantages for developing their UIC environment and improving academic innovation performance. We found that a formal UIC management mechanism might be the most essential factor for enhancing the academic innovation performance of non-UIC-subsidized universities. Furthermore, the innovation climate was found to moderate the relationship between formal UIC management mechanisms and academic innovation performance."]
["Mid-Term Evaluation of the Higher Engineering Education Alliance Program (HEEAP)",2013,"https://pdf.usaid.gov/pdf_docs/PDACX675.pdf","JBS International Aguierre Division","USAID","The Higher Engineering Education Alliance (HEEAP) program aims to transform engineering education in Vietnam from what is described as passive theory-based instruction to active project-based instruction\" with the goal of producing \"work-ready\" graduates for the country's booming high-tech sector. The principal development intervention employed to achieve HEEAP's goals was annual training sessions on active learning and curriculum design. Three cohorts totaling 123 Vietnamese lecturers were selected to attend a 6-week training program in Arizona each summer from 2010 to 2012. Three related interventions were designed to assist training participants with promoting changes at their home institutions: (1) a faculty reform project conducted by small groups that were formed during the training and completed after the participants returned; (2) a mentoring system established in conjunction with the faculty projects to support the change process HEEAP aimed to achieve at each university; and (3) a component for leadership outreach and socialization to aid institutional reform. A corollary objective of HEEAP was to help Vietnamese institutions advance toward international accreditation through the Accreditation Board for Engineering and Technology (ABET). The intent of the evaluation was to produce a forward-looking assessment whose findings and recommendations could be incorporated into follow-on programs. The Scope of Work (SOW) identified three focus areas for evaluation: (1) project achievements -- the success of HEEAP in advancing cutting-edge instruction, providing a relevant and up-to-date curriculum, improving undergraduate learning outcomes."]
["Mid-Term Performance Evaluation of the University Support and Workforce Development Program",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?"]
["Enhanced Conceptual Understanding, 21st Century Skills and Learning Attitudes through an Open Inquiry Learning Model in Physics",2021,"http://dx.doi.org/10.3926/jotse.1004","Abaniel, A.","Journal of Technology and Science Education","The study is grounded in the fact that in Southeast Asia, there are few studies on the effects of authentic, inquiry-based learning, or instruction in the field of Science education. This study investigated the effects of the open inquiry learning model in Physics on the concept and 21st century skill attainment, and learning attitudes of grade 12 students of a state university in the Philippines. The study involved a pre-test-posttest experimental design using quantitative approaches. Normalized Hake gain was used to determine the effectiveness of the open inquiry learning model in enhancing the concept attainment of students. Non-parametric test, particularly, Wilcoxon signed ranks test, determined the significant difference between the pre and post-test scores. Net shift in pre-test and post-test scores in Colorado Learning Attitude about Science Survey (CLASS) identified a shift in the learning attitudes of students. The difference between the pre-test and post-test scores of students was found to be significant (Z=-3.927, p=0.000<0.05; Z=-3.387, p=0.001<0.05). Students achieved high Hake gain (0.82). There was also a positive shift in the learning attitudes of students. Thus, the open inquiry learning model is effective in improving the conceptual understanding, 21st century skills, and learning attitudes of students. Because of its positive effects on students’ holistic learning, further promotion of this learning pedagogy is needed, especially in the Philippines setting. A series of professional development programs anchored on this learning pedagogy may be launched to train teachers and pre-service teachers."]
["Online Aviation Learning Experience during the COVID-19 Pandemic in Hong Kong and Mainland China",2022,"https://doi.org/10.1111/bjet.13185","Ng, D. T. K.","British Journal of Educational Technology","The COVID-19 pandemic has triggered an unexpected digital revolution, speeding up universities' digital transformation worldwide. It has brought heavy disruptions to travel and mobility worldwide, but it drives the opportunity for hosting region-wide or even international academic exchanges through learning programs, workshops, and conferences via an alternative online mode. This study reports on a case study of a 1-month online aviation learning program that engaged 108 university students from Mainland China and Hong Kong during the lockdown. At first, we first recruited students in Hong Kong; however, the program registration was unsatisfactory. This could be attributed to the students' perceived future aviation career prospects and readiness of emergent remote teaching during the pandemic. In the program, we designed an alternative blended learning approach to attract students to sustain their aviation learning. First, we transformed the activities from face-to-face (F2F) to online settings using digital technologies including flight simulation and virtual visits in a web-conferencing environment. Second, we extended the reach of the event and attracted a larger audience in the neighbouring regions in Mainland China. It turned out that we could successfully recruit 108 students from 20 cities. In the end, students' interviews and motivational surveys indicated that this online learning experience could effectively enhance students' knowledge and motivational gain. Since the government has relaxed the policy of homeschooling, we organised two F2F meetings for students in Hong Kong to connect them together. This blended mode of teaching favoured the students in Hong Kong who showed a greater motivation than those in Mainland China. Furthermore, follow-up interviews for teachers revealed how they invest in new technological equipment and knowledge to support the radical changes. Overall, the virtual event eliminates geographical barriers which successfully motivate a larger audience and gain some online collaboration between universities. This article offered useful evidence for engineering educators to reflect on online informal learning, lab settings and academic exchanges, and motivate more students to revitalise aviation education and industry."]
["Freedom to Learn—Independent Campus Policy: Do We Really Find Our Freedom? Journal of Education and Learning (EduLearn), 16(2), 189–198",2022,"https://doi.org/10.11591/edulearn.v16i2.20477","Christanti, R., & Sukoco, A. A.","Journal of Education and Learning (EduLearn)","What the job market demanded in the last few decades is overwhelming. Universities are working hard to meet the quality required by the job markets and it took a lot of effort, physically and mentally. Recently, the Minister of Education and Culture Republic of Indonesia releases a policy that opens up the door to unlimited resources of learning. Students will be facilitated to choose their learning sources from outside the classroom, with real professionals. It is hoped that the quality of education in Indonesia will be enhanced and universities can produce graduates who have competencies that are relevant to the needs of industry, business, and the world of work. This research mainly reviews the Freedom to Learn–Independent Campus (FLIC) policy as an opportunity to conduct independent learning. Independent to choose the more contextual source of learning. Our study context is the implementation of the FLIC program specifically at the School of Business. The researchers conducted interviews with stakeholders related to the implementation of this policy (students, faculty members, coeducators). As a result, FLIC is perceived to have a positive impact on improving student abilities. However, there are still some obstacles that can be used as a basis for policy improvement."]
["Students’ Perception on the Effectiveness of Industrial Internship Programme",2019,"http://dx.doi.org/10.1108/00400911211210288","Karunaratne, K., & Perera, N.","Education Quarterly Reviews","Educationalists and policy makers in the higher educational institutes have recently paid a closer attention to the concept of holistic education systems that focus at making a competent and versatile graduate. Incorporating an industrial internship programme in the degree curricular has been a vital requirement towards ensuring a holistic education system. Most of the educational scientists have emphasized the importance of letting the undergraduates to gain industrial exposure as a strategy to securing employability soon after their graduation. The objective of this paper is to explore the effectiveness of the industrial internship programme offered by Department of Textile of the University of Moratuwa (UoM) in collaboration with one of the leading apparel manufacturers in Sri Lanka. This paper also aims to identify existing weaknesses in the industrial training programme offered by the Department of Textile and to provide suggestions for improving the effectiveness of internship programme. Methodology: This study adopts the case study approach and as such study covers the students of the Department of Textiles who are undergoing training at the selected industrial training provider. Sample size used for the study represents 24 respondents out of the 67 undergraduates who completed industrial internship programme during the last three years and it represents approximately 35% of the population. Data were gathered by way of distributing a structured questionnaire followed by a semi structured interview for the selected sample. Findings and Conclusions: As per the findings of the study the students’ positive learning experiences are the chance to build up a relationship with the industry, acquire industry work culture, develop self-confidence, execute problem solving activities, develop social interaction skill, and aspire future education and career. However, the students negatively ranked the internship programme in providing opportunities for creativity build up activities, working in teams, develop managerial skills, enhance research and project skills and desire to go on learning. Students’ feedback was positive for providing a real job experience, transport, meal and good allowance. However, they have shown negative feedback on the overall structure of the internship programme since it fails to provide them an overall training covering the whole departments of the organization. Students suggest that the duration of the internship programme should be twelve months instead of six months. Study further suggests that there should be a closure dialogue between the university and the internship provider in order to address the issues face by both the interns and the training provider. Keywords: Employability, Holistic Education, Industrial Internship, Industrial Training"]
["Experiential Learning Model: Improving Entrepreneurial Values through Internship Program at Start-Ups",2022,"https://doi.org/10.1108/HESWBL-01-2021-0014","Lantu, D. C., Suharto, Y., Fachira, I., Permatasari, A., & Anggadwita, G.","Higher Education","Purpose The development of teaching methods in the field of entrepreneurship education is a challenge for academics to achieve “real active learning.” This paper aims to investigate the effectiveness of learning experience through internship program at start-ups. This paper examines the benefits and challenges from stakeholders' experiences and perspectives (business students, start-ups and universities). The authors focus on the entrepreneurial values obtained by exploring start-up processes, culture and work environments. Design/methodology/approach This study uses qualitative research with a case study approach by applying experiential learning. The objects of this research are students of the School of Business and Management and start-ups in Indonesia. This study divides the pilot program of internship at start-ups into three stages, designing process, execution and evaluation. The analysis technique uses an interpretive approach from interviews and observations of internships based on experiential learning. Findings The results showed that the internship program at start-ups in this study has benefits for all major stakeholders, especially students. The results of student learning experiences show that start-ups' characteristics such as a creative work environment, egalitarian work culture and dynamic workflow flexibility can increase their professional and moral values. Research limitations/implications This study has several limitations, including the internship program designed in this study, which is still raw and has several shortcomings. Time series in testing experiential learning is another limitation. For further study, it is necessary to conduct longitudinal research to measure the effectiveness of the start-ups' internship program. Originality/value This study provides new insights on experiential learning in developing an internship program at a start-up as an effort to increase entrepreneurial value for business students. This study highlights the possibility that an internship program at a start-up will have an impact on students' entrepreneurial values and competencies."]
["E-Career Canvas for Individuals’ Initiative and MBA Graduate Employability: An Exploratory Study",2022,"https://doi.org/10.1108/QAE-06-2021-0098","Pattnaik, P. N., & Shukla, M. K.","Quality Assurance in Education: An International Perspective","Purpose The purpose of this paper is to propose a model developed through a thorough qualitative analysis of pertinent stakeholder perceptions that can be used to map Master of Business Administration (MBA) students’ aspirations, goals, strengths and weaknesses to create optimal interventions and enable better employability. Design/methodology/approach This study used an exploratory research design. The authors conducted interviews with 60 stakeholders to identify themes that form constituents of the E-Career Canvas for Individuals (E-CCI) model. To assess the impact of the proposed initiative, 30 random participants were chosen for interviews from among alumni, present students, faculty, recruiters and the university administration across five years. Findings The proposed model captures the short-term and long-term goals of students concerning their career aspirations. This study has qualitatively explored the impacts of the E-CCI initiative on graduating students’ outcomes. The impacts are positive. The findings also suggest that recruiters do experience an incremental difference among graduates who have participated in the E-CCI program at an educational institute in India. Practical implications Business schools may adopt this model to create profiles of their MBA students. Students, as well as institutional administration, may work on mitigating the shortcomings and weaknesses identified through E-CCI initiatives and target the roles matching the profiles of students during placements. Originality/value This paper presents a novel model of E-CCI to capture the aspirations of MBA graduates and direct them to fulfil their goals. This study takes into consideration the viewpoints of key stakeholders involved to map the effectiveness of the model."]
["“You Are Not as Localised as I Need”: Employability of Chinese Returning Graduates",2021,"https://doi.org/10.1108/HESWBL-09-2020-0221","Tran, L. T., Blackmore, J., & Rahimi, M.","Higher Education, Skills and Work-Based Learning","Purpose International student employability has been accorded increased emphasis in the internationalisation agendas, especially in major destination countries as it shapes universities' attractiveness to prospective international students. Having insights into returning graduates' employability in their home country has become critical given that a majority of international graduates return home after their overseas study. This study responds to this critical need by examining how foreign credentials are valued by employers in the field of accounting in China, based on in-depth interviews with employers, alumni and policymakers. Design/methodology/approach This study draws on a qualitative approach involving literature review and in-depth interviews with 28 key stakeholders: employers, returning graduates and policymakers in China and India. The key research question of the study is how foreign credentials are valued by employers in the field of accounting in China and India. This article focuses on the Chinese context. In-depth interviews with employers and policymakers focused on eliciting nuanced socio-cultural understandings as to perceptions and decisions associated with desirable graduate attributes and the relative value of credentials. Interviews with returning graduates aimed to understand how different capitals were mobilised to gain employment in the Chinese labour market. Findings The empirical findings of the study show that Chinese returning graduates could be seen to lack the localised knowledge needed to work in Chinese companies and ability to adapt to the local environment. However the possible development of a dual local and international guanxi through overseas study can be regarded as a marker of distinction in the home labour market. The associated value of such a dual guanxi signals the importance for Chinese international students to develop transnational networks while simultaneously maintaining their kinship, social and business networks locally during their overseas education. Originality/value The study provides fresh insights into a marked shift in China, with less of a preference for Western credentials, as compared to 10 years ago when overseas credentials were often regarded more favourably. Even though overseas study generally provides Chinese graduates with an exposure to international practices and global perspectives, whether such an overseas exposure and foreign language competency would be an advantage also depends on the business needs and sometimes the business model of organisations."]
["Area-Based Participatory Action Learning of Social Studies Pre-Service Teachers to Develop Indigenous History Learning Resources for Diversity Students in Northern Thailand",2022,"https://doi.org/10.5539/hes.v12n2p20","Mangkhang, C.","Higher Education Studies","The research aimed to 1) study the needs in developing indigenous history for diversity students in Northern Thailand, 2) develop indigenous history learning resources for diversity students in Northern Thailand through area-based participatory action learning of social studies pre-service teachers, and 3) distill learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand. The methodology of the research was based on Participatory Action Research (PAR). The sample in the research consisted of 1) community leaders, monks, school administrators, folk philosophers, and youth representatives accounting for 22 people; 2) 10 social studies pre-service teachers; 3) 8 indigenous mural painters, making a total of 40 people. The instruments used in the research were 1) unstructured interview forms, 2) forms of synthesizing knowledge to moral creativity, 3) validity assessment forms of indigenous history data, and 4) focus group discussion recording forms. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. Study results revealed that: 1) From the area-based action on the legend of Viang Malika and Phra Nang Malika from history in the educational sandbox of Chiang Mai province, it was found that the community has demand in terms of developing learning resources telling its indigenous history through the temple which is the common area in the community. The demand is to present indigenous history which is part of the historical development of the Lanna Kingdom in terms of business, politics, administration, education, religions, and the environment including women's roles as governesses or kings. This shows feminist concepts appearing on the page of indigenous history and reflects equality in stepping over physical limitations of the body (disability). The frame limiting gender is destroyed through the history of leaders and kings in indigenous history has influenced the development of the history of the historical development of the Thai local society up to the present time. 2) Developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diverse students in Northern Thailand has brought about indigenous history learning resources integrating cooperation between universities, communities, temples, and schools. Indigenous history learning resources have been brought about, which helps promote quality learning management. And 3) From distilling learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand, the important social studies competency of social studies pre-service teachers for 4 aspects were found. This is called the competency of area-based social studies learning or so-called \"VCAP\" consisting of 1) Value Domain, 2) Cognitive Domain 3) Affective Domain and 4) Psychomotor Domain, which helps promote occupational competency of pre-service teachers to be more efficient."]
["Testing ERE Cycle in Teaching Business Communication Courses: Experiential Learning Strategies",2019,"https://files.eric.ed.gov/fulltext/EJ1216811.pdf","Akhtar, R. N., & Hussain, N.","Journal of Education and Educational Development","Effective communication skills demonstrate the capacity and efficacy of any business graduate; however, the business industries have continuously raised their concerns on the lack of effective business communication (BC) skills, to serve the requirements of rapidly growing communication within and outside the organizations. Among many factors, teaching methods at higher education have been identified as a major factor that does not allow working skills to be developed. Scholars and researchers have tried to explore and test Experiential Learning (EL) techniques in teaching different courses of business administration programs. EL theory presents a playfield where learners can learn the best by doing (Kolb, 1984). Although business education around the world has already inculcated EL strategies into its system, in Pakistan EL theory is at its initial stage. In this regard, the researcher developed an ERE cycle which was based on Kolb’s (1984) EL theory and tested its impact on the grades of the students of oral and written communication skills. The study was conducted using one sample t-test in the paradigm of quantitative research. Three classes of BBA and MBA from oral and written communication courses were selected for this study. This research compared mean scores of these classes with the population mean over the last three years. The results showed a significant positive difference between the sample mean scores and population mean. The study proved that EL based ERE cycle could prove very effective in the enhancement of the skills of business communication students that were reflected in their performance in exams. The study aimed to provide communication faculty, trainers and institutes the opportunity to explore and utilize the effectiveness of the ERE cycle and perform further researches to extend the utilities of EL based teaching methods."]
["Soft Factors in Global ICT Sector Development: Studies with Bangladeshi and Rwandan ICT Workers",2021,"http://dx.doi.org/10.7302/3846","Kano, T.",null,"Some low- and middle-income countries (LMICs) aim to designate the information and communication technology (ICT) sector as a central pillar to expedite their economic development, and a key element of ICT sector development is to nurture capable ICT workers. Scholars and policymakers concerned with those ICT workers tend to focus on nurturing hard technical skills; however, there is increasing evidence that “soft factors”—less tangible elements that affect the performance and behavior of ICT workers—are just as important. In this dissertation, I investigated the importance of certain soft factors for the development of ICT professionals, and ultimately the entire ICT sector, in LMICs. I use mixed methods across four projects that consisted of interviews to derive hypotheses, surveys for socio-economic correlation analysis, and a field experiment to evaluate the impact of training. My research focused mainly on young ICT professionals from Bangladesh and Rwanda—LMICs that focus on the ICT industry—who had foundational training in ICT and who had the potential to be ICT leaders in their countries. It was known that international experience such as study abroad programs could have dramatic effects on professionals from LMICs, but little was known about the actual impact of such programs, or whether their impact could be gained through other means. This dissertation consists of four interrelated projects. Project 1 analyzed what group of university students majoring in ICT in Bangladesh was most likely to be interested in experiences abroad. I found that top-tier university students tended to prefer to work in high-income countries and others expected to remain in Bangladesh, and the desire to go abroad correlated with parental income, attendance at elite universities, gender, and the presence of role models abroad. Project 2 explored the reported strengths and challenges of Rwanda’s ICT sector. I found that (1) there are sincere and widely shared aspirations for ICT-led national development; (2) policy support for ICT entrepreneurship is successful at helping to start ICT-based businesses but not at maintaining them or helping them succeed; and (3) some challenges in higher education exist. Project 3 found a gap between the expectations that Rwandan had for studying abroad and the learning outcomes of their international experiences. Specifically, while the candidates expected to have knowledge-based growth (e.g., hard skills), the returnees identified experience-based growth and mindset changes as the main learning outcomes. Based on the findings in Project 3, Project 4 implemented an intervention to develop the soft factors for young ICT engineers in Bangladesh who were interested in working abroad. The results suggest that soft factors training for ICT human resources can have some positive effect on individuals’ adaptation to new environments when they started working, especially in a foreign country. This dissertation makes several new contributions. First, these findings support the critical role of experiences abroad in cementing soft factors among ICT workers, and point to these workers’ potential value in their home countries’ national ICT sector development. Second, it builds on the existing theory of brain circulation by opening an avenue of inquiry about the initial emigration required for brain circulation; indeed, it appears that there is much to be understood with respect to migration dynamics pre-diaspora. Third, I argue that leap-frogging into a robust ICT economy is unlikely but that ICT workers’ development can be accelerated."]
["Transnational Education for Regional Economic Development? Understanding Malaysia’s and Singapore’s Strategic Coupling in Global Higher Education",2021,"https://doi.org/10.1111/ijtd.12242","Schulze, M. P., & Kleibert, J. M.","International Journal of Training and Development","Fostering innovation and upskilling labour pools have become key goals in national economic development plans and education and training system reforms since the mid-1990s. For their transformation into knowledge-based economies, countries in Southeast Asia have relied on importing transnational higher education providers and have envisioned themselves as international education hubs. As existing research from transnational education and higher education governance studies as well as economic geography and regional studies has not sufficiently addressed this nexus of transnational education and regional economic development, this paper investigates the role of foreign higher education institutions in economic development strategies in Malaysia and Singapore. It explores why and how states have strategically coupled their higher education systems with transnational education. The comparative case analysis draws on empirical evidence from 42 semi-structured interviews. It finds that despite the two states' ostensibly similar ambitions to attract foreign higher education institutions, policies and outcomes differ strongly. Whereas in Malaysia a structural coupling led foreign subsidiaries to provide foreign degrees to domestic students and generate revenue in the private higher education sector, in Singapore foreign subsidiaries have been deployed strategically to upgrade the talent pool and public higher education system of the city-state via functional coupling. Conceptualizing transnational education policies as forms of strategic coupling contributes to understanding their embeddedness within states' broader, historically formed economic development strategies."]
["Entrepreneurship Education, Entrepreneurial Self-Efficacy, Need for Achievement and Entrepreneurial Intention among Commerce Students in Pakistan",2022,"https://doi.org/10.1108/ET-01-2021-0023","Soomro, B. A., & Shah, N.","Education & Training","Purpose The present study undertook an empirical investigation of entrepreneurship education, self-efficacy, need for achievement and entrepreneurial intention among Pakistan's commerce students. Design/methodology/approach The authors applied quantitative methods based on cross-sectional data. The commerce students of the different public sector universities are targeted through a random sampling technique. The authors used a survey questionnaire to attain the responses from respondents. Finally, 184 usable cases are utilized to assume the hypothesized paths. Findings By applying the structural equation modeling (SEM), the findings of the study demonstrate a significant positive effect of constructs of entrepreneurship education (EE), that is, opportunity recognition (OR) and entrepreneurship knowledge acquisition (EKA) on entrepreneurial self-efficacy (ESE), entrepreneurial intention (EI) and need for achievement (NFA). Besides, ESE and NFA are found to be the robust predictors of EI. Practical implications The findings provide significant guidelines to policy-makers and university authorities for developing useful EE courses to uplift and boost students' skills to face today's considerable business and entrepreneurship challenges. The study also helps to generate eagerness among students in selecting entrepreneurship as a career option. Originality/value This study suggests the confirmation of EE's significant role in developing ESE, NFA and EI among commerce students."]
["Internationalizing Research in Kazakhstan Higher Education: A Case Study of Kazakhstan’s State Program of Industrial Innovative Development 2015 to 2019",2019,"https://doi.org/10.1177/1028315318786445","Jumakulov, Z., Ashirbekov, A., Sparks, J., & Sagintayeva, A.","Journal of Studies in International Education","This article describes the nature and impact of a major recent education policy aimed to transform higher education in Kazakhstan, the State Program of Industrial Innovative Development 2015 to 2019 (SPIID-2). This inquiry sought to understand and describe the role of internationalization of higher education in SPIID-2, and more specifically its role for developing university research. Kazakhstan’s industrial innovative development program promotes university–industry collaboration and universities’ international partnerships to enhance the role of the university in the economic development of the country, consistent with the imperatives and opportunities of the knowledge-based economy. The role of internationalization, particularly, involving international partner institutions, in this policy, contributes to quality assurance and informed decision making. Findings are based on content analysis of policy texts and interviews with university representatives."]
["Institutional Logic Meets Global Imagining: Kazakhstan’s Engagement with China’s Belt and Road Initiative",2021,"https://doi.org/10.1007/s10734-020-00634-y","Lee, J. T., Lo, W. Y. W., & Abdrasheva, D.","Higher Education: The International Journal of Higher Education Research","Theoretical ideas about globalization and internationalization of higher education emphasize the tension among different ideologies of higher education. According to literature, a competition among states, economy, knowledge, and status generates this tension to drive higher education development. This theoretical understanding not only shapes our global imaginations but also permeates the organizational behavior of universities. In this paper, we focus on the institutional logics that motivate universities in Kazakhstan to engage with China’s ambitious Belt and Road Initiative (BRI). We investigate the ways that Kazakhstani higher education interprets and responds to China’s vision of a global order. Based on interviews conducted at 10 higher education institutions (HEIs) in Kazakhstan, we argue that Kazakhstan’s engagement with the BRI circumvents the cultural connectivity and global cooperation that are embraced by Chinese policy discourse and perpetuated by academic literature. Rather, institutional leaders in Kazakhstan operate with a utilitarian logic that seeks revenue generation, links with industry, and opportunities for students in employment and further education. The pursuit of these strategic outcomes demonstrates a bilateral engagement with China rather than the multilateral cooperation envisioned by policymakers. In a higher education system dominated by the state, the institutions in our study exhibit partial agency to accrue pragmatic benefits rather than concede to isomorphic pressures or mimic internationalization from neoliberal contexts. The discrepancy between policy discourse from China and policy reception in Kazakhstan raises questions about the rhetoric of a multipolar global order and the realities of international cooperation in higher education."]
["Addressing Diversity, Equity and Inclusion (DEI) through Service Learning in Management Education: Insights from India",2022,"https://doi.org/10.1108/IJEM-08-2021-0327","Bandyopadhyay, K. R., Das, K., & Mahajan, R.","International Journal of Educational Management","Purpose The paper makes an endeavour to explore the efficacy of service learning (SL) pedagogy in inculcating the value of diversity, equity and inclusion (DEI) with a focus on management education in India. Design/methodology/approach The research methodology comprises a systematic survey of select relevant literature on SL and applying a novel approach to bring out certain key traits of SL initiatives. The paper also tries to decipher how the identified key traits could be regarded as contributing to the ethos of DEI among the learners. Based on insights from the systematic literature review and identified research gaps, an in-depth study of three SL initiatives in India, have been undertaken to demonstrate how implementation of the SL pedagogy in management education creates an impact on the attributes of DEI and inculcates an inclusive mindset. Findings Although the design, process and learning outcomes of SL pedagogy varies depending on the context, there is commonality in the core attributes that emerges from the literature review which has a potential impact on inculcation of the values of inclusion and appreciation of diversity. The select case studies successfully expand on the list of these identified relevant attributes. The findings have also been corroborated by participants' reflection. Research limitations/implications The paper is, however, limited in its scope of assessing the impact in creating an inclusive mindset. To gauge whether such impact is pervasive and persists in the long run, one needs to examine if these values are carried forward by the participants in their professional and daily life. It would, therefore, be more meaningful to carry out a primary survey of the participants, who took part in such SL initiatives, to understand whether the values have really been assimilated in the real life. This is outside the scope of this paper but does open the scope for further research. Practical implications The paper would be highly relevant for the accreditation agencies who are increasingly prescribing the role that business schools can and should play towards inculcating the ethos of diversity and inclusion among future business leaders and managers. For the administrators of business schools and other higher education institutions who may be considering how to incorporate the ethos of diversity and inclusion in the curriculum and pedagogy, the paper will provide some direction through the SL route. The detailed exposition of the three SL initiatives will enlighten the administrators or the faculty responsible for designing and delivering any SL programme in other business schools or higher educational institutions as to how to go about developing and delivering such an initiative. To the extent such SL initiatives succeed in leaving a lasting impact on the participants regarding ethos of inclusion and diversity, the business implications in the long run could be immense. Social implications The purpose of the paper by itself establishes its social relevance. The very fact that the paper is focused on SL initiatives that involve social problem-solving approaches through hands-on working on social projects and working with communities the social implications are rather obvious. Originality/value Given the paucity of information and analysis on potential fit of SL for fostering DEI especially in developing countries, the present paper contributes to the existing body of literature and aptly fills the void. It builds a theoretical construct relating SL with the traits of DEI and then bridges theory and practice by demonstrating the efficacy of three SL programmes in Indian context to internalise the elements of DEI."]
["Using Social Media as a Learning Media of Foreign Language Students in Higher Education",2019,"http://dx.doi.org/10.21009/BAHTERA.182.06","Malik, A. R., & Asnur, M. N. A.","BAHTERA : Jurnal Pendidikan Bahasa Dan Sastra","Foreign language is an important component of someone in facing the era of Industry 4.0. The development of Information and Communication Technology (ICT) will have an impact on the creation of a learning media innovation that will facilitate users in the learning process in higher education. Likewise in foreign language learning. Online-based learning has been designed in such a way as to increase learning knowledge and motivation. This study uses a qualitative approach with the survey method. Data and Sources of data in this study are students of foreign language study programs at universities in Indonesia. The results of the study show that students generally always use smartphones and use social media in all their activities. Students use a lot of social media in exploring vocabulary and increasing vocabulary mastery, learning as well as building networks for native speakers (Muttersprachler), and making social media a means of learning by accessing foreign-language songs and interesting media in student foreign language learning. Thus social media can be one of the means of education for students which ends in improving foreign language skills."]
["Student Internship Experiences: Areas for Improvement and Student Choices of Internship Practices",2022,"https://doi.org/10.1108/ET-09-2021-0337","Thi Ngoc Ha, N., & Dakich, E.","Education & Training","Purpose This paper investigates areas for improvement in internship practices from the perspectives of key stakeholders, such as university department leaders, host company leaders, lecturers, work supervisors, graduates, and final year students. Student choices of internship practices are also reported. Design/methodology/approach An exploratory sequential mixed methods approach was implementing that included three focus groups, 15 individual in-depth interviews, and 461 responses to a student survey. In the qualitative phase, deductive thematic analysis was employed to explore areas for improvement in internship practices. In the quantitative phase, descriptive statistical analysis, and two non-parametric tests were used: the Mann–Whitney tests and Kruskal–Wallis tests, followed by pairwise comparisons to identify student choices of internship practices. Findings The corroboration and triangulation of the qualitative and quantitative data sets revealed three distinct areas for improvement in internship practices in Vietnamese universities. These are internship learning outcomes, internship support, and internship assessment. Findings highlighted the crucial role of industry stakeholders, including work supervisors in the entire process of the internship, as well as the key responsibility of universities in improving student internship experiences. Originality/value Areas for improvement and student choices of internship practices in Vietnamese universities have not been discussed previously. Findings carry practical, policy and theoretical implications for higher education in Vietnam and other countries striving to enhance student internship experiences. Hence, this study contributes to the Vietnamese and international WIL literature with its findings emerging from a complex mixed-methods design. This methodological approach offers enhanced reliability and validity of findings compared to previous research in the field that relied on a single data set."]
["Contribution of Academics to University-Industry Knowledge Exchange: A Study of Open Innovation in Sri Lankan Universities",2021,"http://dx.doi.org/10.1177/0950422220964363","Weerasinghe, I. M., & Dedunu, H. H.","Industry and Higher Education","Collaboration between universities and industry is currently seen as a vehicle to improve innovation throughout the economy by means of knowledge and technology transfer. This paper examines the contributions of university staff to the promotion of knowledge exchange between universities and industry in Sri Lanka. In this quantitative explanatory study the authors apply a deductive research method and develop a conceptual framework that incorporates demographic and institutional factors as moderators. Academics of state universities constituted the survey population and 178 responses were received. SPSS and AMOS statistical packages assisted in the data analysis and a structural equation model was employed to explore the moderating effects. The findings revealed that the engagement of academic staff in joint research, contract research, human resource mobility and training was very low, and that the participation of males was greater than that of females. The impact of age on knowledge exchange was not linear in Sri Lanka. Further, the study ascertained that only joint research and training were important in knowledge exchange and that the university–industry relationship was significantly moderated by institutional factors. Other than the quality of academic work, other individual factors did not significantly moderate the relationship. The authors provide policy recommendations based on the findings."]
["Community Partnership through Knowledge Transfer Program: Assessment from the Perspectives of Academics’ Experience",2020,"https://doi.org/10.1177/2158244020980742","Radin Firdaus, R. B., Mohamad, O., Mohammad, T., & Gunaratne, M. S.","Education Theory and Practice","The knowledge transfer program (KTP) in Malaysia was instituted to facilitate knowledge transfer, collaboration, and interaction between academics in public higher institutions and other stakeholders. These programs are divided into community or industry programs. Under the community program, academics collaborate with a community partner to utilize their research findings in the community environment. This quantitative study attempts to assess KTP based on academics’ postproject responses to online questionnaires. The participants in this study consist of 132 academics of Malaysian public universities of Rolling 1 to Rolling 4 projects between 2011 and 2016. Of 132 individuals invited to participate, 84 of them (64%) took part in the online survey. These data were analyzed using analysis of variance (ANOVA) and Duncan’s range test. The findings indicate that the KTP has enabled academics, irrespective of position, to deploy their ideas and knowledge in a real-world community setting. The relationship between academic position and learning experience in transferring knowledge, however, is inverse: the higher the level of an academic position, the lower the learning experience. The findings also exhibit the experience and challenges that one would expect from the involvement of academics in a community KTP."]

{"sheet":"7 - E&E","index":41,"n_rows":4,"n_cols":6,"rows_kept":4,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q7: How can HEIs collaborate most effectively with the private sector to enhance the relevance and quality of teaching and learning, and research and innovation?\nRegion: Europe and Eurasia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":2},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Evaluation interim report for the Georgia II Industry-Led Skills and Workforce Development Project",2019,"https://www.mathematica.org/our-publications-and-findings/publications/evaluation-interim-report-for-the-georgia-ii-industry-led-skills-and-workforce-development-project","Borkum, Evan; Cheban, Irina; Fernandez, Camila; Nichols-Barrer, Ira","Mathematica for Millennium Challenge Corporation","MCC's {\\$}140 million Georgia Compact II (2014-2019) funded the {\\$}16 million Industry-Led Skills and Workforce Development (ISWD) Project, which aimed to improve the alignment between the skills of Technical and Vocational Education and Training (TVET) graduates and the skills demanded by the labor market. It provided grants to establish new or improved courses reflecting industry demand; awarded smaller grants to document and disseminate best practices; provided technical assistance to the government related to sector policy; and held annual TVET conferences. Key findings: 1) Through Program Improvement Competitive Grants (PICG) Activity, the ISWD project established 51 new or improved TVET courses in Georgia; 2) These courses were established in close cooperation between the TVET provider and private sector partners, who provided knowledge and material support; 3) Total enrollment in courses exceeded compact's target; 4) Trainees and teachers had positive first impressions of the new courses; 5) There was optimism about trainee's labor market prospects; 6) Small grants supported dissemination of best practices that could be replicated by others; 7) Technical assistance component delivered support for a wide range of policy reforms, but more work will need to be done; 8) Annual TVET conference well-attended and well-received by stakeholders"]
["Universities as the Engine of Transformational Sustainability toward Delivering the Sustainable Development Goals: “Living Labs” for Sustainability",2019,"http://www.emeraldinsight.com/1467-6370.htm","Purcell, W. M., Henriksen, H., & Spengler, J. D.","International Journal of Sustainability in Higher Education","Purpose Universities can do more to deliver against the sustainable development goals (SDGs), working with faculty, staff and students, as well as their wider stakeholder community and alumni body. They play a critical role in helping shape new ways for the world, educating global citizens and delivering knowledge and innovation into society. Universities can be engines of societal transformation. Using a multiple case study approach, this study aims to explore different ways of strategizing sustainability toward delivering the SDGs are explored in a university setting with an example from the UK, Bulgaria (Europe) and USA. Design/methodology/approach The first case is a public UK university that adopted enterprise and sustainability as its academic mission to secure differentiation in a disrupted and increasingly marketized global higher education sector; this became a source of inspiration for change in regional businesses and the local community. The second case is a business sector-led sustainability-driven transformation working with a private university in Bulgaria to catalyze economic regeneration and social innovation. Finally, a case from the office for sustainability in a major US research university is given to show how its engagement program connected faculty and students in sustainability projects within the institution and with external partners. Findings Each case is in effect a “living lab,” positioning sustainability as an intentional and aspirational strategy with sustainable development and the SDG framework a means to that end. Leadership at all levels, and by students, was key to success in acting with a shared purpose. Partnerships within and with universities can help accelerate delivery of the SDGs, enabling higher education to make a fuller contribution to sustaining the economic, environmental, cultural and intellectual well-being of our global communities. Originality/value The role of universities as the engine of transformational sustainability toward delivering the SDGs has been explored by way of three case studies that highlight different means toward that end. The collegiate nature of the higher education sector, with its shared governance models and different constituencies and performance drivers, means that sustainability at a strategic level must be led with leaders at all levels acting with purpose. The “living lab” model can become a part of transformative institutional change that draws on both top-down and bottom-up strategies in pursuit of sustainable development."]

{"sheet":"7 - LAC","index":42,"n_rows":13,"n_cols":6,"rows_kept":13,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q7: How can HEIs collaborate most effectively with the private sector to enhance the relevance and quality of teaching and learning, and research and innovation?\nRegion: Latin America and the Caribbean",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":11},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["University-industry collaboration and innovation in emergent and mature industries in new industrialized countries",2013,"http://dx.doi.org/10.1016/j.respol.2012.06.006","Bodas Freitas, Isabel Maria; Marques, Rosane Argou; Silva, Evando Mirra De Paula E.","Research Policy","As the economies and indigenous technological capabilities of the new industrialized countries improve, national universities and public research organizations are expected to become increasingly important for supporting indigenous firms to move into more dynamic and high-opportunity industries. However, the characteristics of collaboration with universities may be very specific depending on whether the industry partner is engaged in mature or emergent activities. In this study, we explore and discuss the role of university-industry collaboration for the development of innovation in mature and emergent industries in new industrialized countries. Evidence from 24 research groups in science and engineering departments in universities and public research organizations in Brazil provides preliminary empirical corroboration for the proposal that the contexts and role of university-industry collaboration in mature and emergent industries are diverse. Knowledge networks are underdeveloped in emerging industries, and public support for research projects is dispersed. This means that university research and development projects with firms in emergent industries are less likely than projects with firms in mature industries to be the result of academic initiatives and public calls for research projects, or to be wholly financed by major public research sponsors. In emergent industries, the role of students and firm employees is crucial for mediating between public research organizations and companies. The policy implications of these preliminary findings are discussed. {\\textcopyright} 2012 Elsevier B.V."]
["The impact of higher education on entrepreneurship and the innovation ecosystem: A Case study in Mexico",2019,"https://www.mdpi.com/2071-1050/11/20/5597","Castro, May Portuguez; Scheede, Carlos Ross; Zermeño, Marcela Georgina Gómez","Sustainability (Switzerland)","Entrepreneurship is recognized as an engine for the economy. However, Latin America must promote higher opportunities for the creation of new businesses, especially for technology-based ventures. In this sense, the Center for Global Innovation and Entrepreneurship (CGIE) of the University of Texas at Austin offers a Master of Science in Technology Commercialization (MCCT) that prepares students with methodologies to promote the creation of new businesses in Mexico. This study aims to know the contribution of training to the creation of new companies, and its role in the innovation and the technology transfer processes, from the viewpoint of the participants. This research presents a case study that analyzes the impact of the MCCT through the analysis of the data of a survey answered by 109 former students of this center. Findings show that the methodologies developed by the MCCT allow the creation of technology-based enterprises and entrepreneurial skills in students. This study presents good practices that can be emulated by other countries in the region, as well as recognizing the great value the role of higher education in creating synergies between actors of the innovation ecosystem that strengthen social and economic growth."]
["The skills development challenge in Latin America: Diagnosing the problems and identifying public policy solutions",2016,"https://www.mathematica.org/our-publications-and-findings/publications/the-skills-development-challenge-in-latin-america-diagnosing-the-problems-and-identifying-public","Fiszbein, A.; Cosentino, C.; Cumsille, B.","Mathematica Policy Research","In spite of an increase in the years of schooling attained by adults in Latin American countries, evidence highlights gaps in skills development that represent a bottleneck to productivity growth and to the ability of Latin American workers to obtain gainful employment. This paper describes key drivers of the skills development problem and offers recommendations that seek to leverage policy tools to address the challenge. Key Findings: Regulations, financial incentives, information, and public/private partnerships may be leveraged to (1) better align the content and skills taught with the demands of the labor market (through competency-based and technical/vocational education), (2) enhance quality (through strengthened quality assurance mechanisms and widespread dissemination of information), and (3) improve graduation rates in secondary and tertiary education (in particular through outcomes monitoring and evidence-based solutions)."]
["Final performance evaluation of the higher education for economic growth activity",2018,"https://pdf.usaid.gov/pdf_docs/PA00T881.pdf","Megan, Gavin; Cristina, Accioly; Oscar, Picardo","Mendez England and Associates","The purpose of the final performance evaluation of the Higher Education for Economic Growth Activity (HEA) is to provide recommendations to: 1) the Activity for the final year; and 2) the United States Agency for International Development (USAID) for future programming. The evaluation focused on five evaluation questions (EQs), including: assessing results (EQ 1); the role of clusters (EQ 2); the government and higher education institutions (EQ 3); gender (EQ 4); and analyzing the extent to which results will be sustained (EQ 5). The evaluation used a mixed-methods approach, including document review; analysis of HEA's monitoring and evaluation data and performance indicators; key informant interviews and surveys for faculty/staff; focus group discussions; and direct observation. Key illustrative findings include: 1) teachers consider diploma programs available, high quality, and well facilitated; 2) trust has been established via positive and significant effects from collaboration; 3) while there has been an established approach to construct a higher education policy, the approach needs to be broader in terms of participants (including the government); 4) there is improved access to science, technology, engineering, and math for women and girls; and 5) the Centers for Career Development, which promote student engagement with the private sector, are the most likely to sustain. The evaluation recommends that USAID continue to support the investigations, curriculum reform implementation, teacher training, and scholarships, as well initiate as the construction of an entity to strategically integrate and give continuity to the cluster model."]
["Universities as the Engine of Economic Growth: Insights from Developing the First Industry-Higher Education Clusters in El Salvador",2017,"https://files.eric.ed.gov/fulltext/ED582377.pdf","Navarro, Richard; Barbarasa, Estera; Thakkar, Ami","RTI International","We explore the recent undertaking in El Salvador to establish the country's first industry‚Äì higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agro -industry and food processing. T hese clusters take a systems approach to aligning higher education institutions (HEIs) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Fina lly, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-l evel economic benefits."]
["Universities as the Engine of Economic Growth: Insights from Developing the First Industry– Higher Education Clusters in El Salvador",2017,"https://files.eric.ed.gov/fulltext/ED582377.pdf","Navarro, Richard; Barbarasa, Estera; Thakkar, Ami","RTI International","We explore the recent undertaking in El Salvador to establish the country's first industry-higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agroindustry and food processing. These clusters take a systems approach to aligning higher education institutions (HEis) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Finally, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-level economic benefits. Strategies presented include: 1) treat aligning educational systems to respond to labor market needs as a complex systems problem; 2) create a common vision that can unite sectors followed by a clear road map; 3) create quick wins early on to keep people engaged and demonstrate in tangible terms what benefits different actors are getting; 4) clusters require organizational structure; 5) higher education and industry need to learn to speak each other's languages; 6) shift from short-termism to long-term thinking; 7) HEIs, industry, and government need to share costs and co-finance the resources for partnerships; 8) clusters should clearly define what success\" of the collaboration will look like in 3-5 years and develop mechanisms and indicators for accountability.\""]
["USAID higher education for economic growth activity: A path towards the fourth industrial revolution in El Salvador",2019,"https://pdf.usaid.gov/pdf_docs/PA00TQHC.pdf","RTI International","USAID","This document gives an account of the validity and effectiveness of the approach adopted by the USAID Higher Education for Economic Growth Activity in addressing the indicators associated with innovation, skills development and business dynamism during its interventions. The Activity established the cluster model as an institutional platform on which mutually beneficial relationships between the HEIs, industry and the government were built; a partnership was formed to ensure the quality of human resources by improving the training programs that are offered. Innovation was also promoted as a way to solve industry issues or increase production. When creating the clusters, the Activity chose four sectors based on their potential for growth and their importance within the economy: (1) Information and Communications Technology; (2) Light Manufacturing; (3) Energy and Energy Efficiency; and (4) Agro-Industry and Food Processing. Over the course of five years of Activity implementation, an institutional framework of university, industry and government collaboration was achieved, which allowed for the definition and implementation of programs that are aligned with the critical variables of innovation, the development of human talent, and business dynamism, in the context of the opportunities of the Fourth Industrial Revolution. The diverse Activity interventions have shown us the value of focusing on human capital, transforming the higher education system, equipping it with skills for innovation, and contributing to strengthening relationships with the production sector."]
["Private Sector Engagement in Workforce Development Programming: Why it Matters",2020,"https://www.edu-links.org/sites/default/files/media/file/YouthPowerBrief4_v2.pdf","YouthPower Action","USAID","The goal of this brief is to provide guidance on a variety of private sector engagement strategies that can support youth workforce development in the Latin America and the Caribbean (LAC) region. It was prepared as a follow-up to USAID’s LAC Workforce Development Webinar Series. This brief provides practical tools, examples, approaches, and methodologies for private sector engagement. It also highlights some promising practices that may be relevant to USAID staff and implementers."]
["The Perceived Effectiveness of Technical Vocational Education Training (TVET) Practices at an Urban Tertiary Institution in Preparing Their Students for the Advanced Workplace",2019,"https://www.proquest.com/docview/2238775242","Harvey, H. A.",null,"This study will be investigating the perceptions of the implementation and modelling of best practices in technical vocational education and training (TVET) areas of endeavour. Four lecturers from three selected programmes will be investigated see how well they are preparing their students to enter the technically advanced workplace in an urban tertiary TVET institute in Jamaica. It has been reported by employers that graduates' performance has been unsatisfactory in the sectors which require technically skilled professionals (HEART Trust, 2012).This investigation will incorporate a literature review of the apprenticeship system, and the current occupational training requirements as well consider competency based methods of teaching used in the TVET classroom. This will be in the context of career development theories, and constructivist and social learning theories. A qualitative research design method will be applied, using a case study approach. In addition to data collected from the lecturers, interviews, observation and focus group discussions with three groups of 15 students will also be collected. Additionally, the Director/ Principal of the Vocational Development Training Institute (VDTI) will be interviewed. Finally, a stakeholders' report based on employee attitudes in various industries will be used to attain their perspectives on the preparedness of the TVET graduates for the workplace.The results and recommendations will be used to evaluate the best practices of the TVET lecturers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]"]
["Student-Centred Learning in Higher Education: Implications for the Jamaican Workplace",2019,"http://dx.doi.org/10.30828/real/2019.3.8","Wallder, S. R., & Brown, N. J.","Research in Educational Administration & Leadership","This paper explores the experience, impression and understanding of student centred learning by 44 business education students at a university in Jamaica. The study sought to establish whether such a learning approach enhances the competencies of students in accord with the demands made by employers for critical employee characteristics in the 21st century workplace, whilst also enhancing learning outcomes in students’ current studies. The research reported here was informed through two studies, using complementary methodologies in qualitative and quantitative data collection and analysis. The first study utilised a survey instrument, while the second employed focus groups. The findings revealed that students generally held positive views of student centred learning and that they believed it enhanced their learning experience in their current studies. However, they were not clear as to whether the approach was being utilised fully and/or effectively and whether current resources were adequate to support the effective implementation and maintenance of such an approach. Findings further revealed that many of the competencies developed through the practise of student centred learning are complimentary to not only desirable, but indeed, identified characteristics that the 21st century worker should be ideally equipped with, according to the International Labour Organisation (Brewer, 2013). These characteristics also being in accord with the demands of employers in Jamaica. This latter point being affirmed by a senior figure from the Jamaica Employers’ Federation through a one-on-one interview. The importance of “gearing” such learning at the tertiary level to the demands of employers for well prepared and effective employees that complement and indeed enhance the workplace is recognised as a national imperative, and thus policy, as developed through educational leadership should be in accord. This research posits that the utilisation of student centred learning will not only benefit learning at the tertiary level, it will also better prepare graduates for the workplace."]
["LCA and Ecodesign Teaching via University-Industry Cooperation",2019,"https://doi.org/10.1108/IJSHE-11-2018-0206","Piekarski, C. M., Puglieri, F. N., Araújo, C. K. de C., Barros, M. V., & Salvador, R.","International Journal of Sustainability in Higher Education","Purpose The purpose of this paper is to report on a life cycle assessment (LCA)-based ecodesign teaching practice via university-industry collaboration in an industrial engineering undergraduate course. Design/methodology/approach A new course was designed and taught in the Industrial Engineering undergraduate course of a Federal University in Brazil. The course comprised explanatory lectures and a practical project developed in a partnership between the university and an industry partner where students had to develop Ecodesign proposals based on LCA to improve the environmental profile of both solid and reticulated paint brushes. To that end, students used the LCA software tool Umberto NXT v.7.1.13 (educational version), where they modeled the life cycle of four plastic brushes and assessed it using the impact categories of climate change and resource consumption, and the Ecoinvent v.3.3 database. After course completion, students, professors and industry collaborators were asked to provide feedback on the project performance and expectations. Findings The course design used was welcomed by both students and the industry partner. Students found the novel approach intriguing and useful to their future careers. The results also exceeded the industry partner’s expectations, as students formulated valuable insights. Professors observed that learning was made easier, as content was put into practice and internalized more easily and solidly. The approach was found to be a win-win-win. Practical implications Students acquired a fair share of knowledge on sustainability issues and potential existing trade-offs, which is valuable to industrial practices. The industry noticed the valuable contributions that academia can provide. The university profited from providing students with a real case challenging traditional teaching methods. Originality/value To the best of the authors’ knowledge, this is one of the first case studies to show how LCA and ecodesign teaching practice can support sustainability learning in an industrial engineering undergraduate course."]

{"sheet":"7 - ME","index":43,"n_rows":6,"n_cols":6,"rows_kept":6,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q7: How can HEIs collaborate most effectively with the private sector to enhance the relevance and quality of teaching and learning, and research and innovation?\nRegion: Middle East",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":4},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["National innovation systems in developing countries: Barriers to university–industry collaboration in Egypt",2015,"https://www.ingentaconnect.com/content/intellect/tmsd/2015/00000014/00000002/art00004;jsessionid=4ma7qovierm6.x-ic-live-02","Attia, Ahmed M.","International Journal of Technology Management and Sustainable Development","The purpose of this article is to investigate the Egyptian national innovation system and its main components. It aims to identify the barriers and the drivers to university‚Äìindustry collaboration. Four hypotheses are proposed to measure the barriers and drivers to university‚Äìindustry collaboration. These hypotheses are tested using correlation analysis and Z test based on data collected from 162 companies from industrial areas and free zones around Cairo and Alexandria. The results of the study support the proposed four hypotheses."]
["The entrepreneurial university: a proposed model for developing nations",2019,"www.emeraldinsight.com/0262-1711.htm","Bizri, Rima; Hammoud, Jamil; Stouhi, Marwa; Hammoud, Manar","Journal of Management Development","Purpose: The purpose of this paper is to propose a model for entrepreneurial universities (EPUs) that operate in developing countries, as most of the existing research has either focused on the western context or neglected context altogether. The model is intended to identify the EPU's key success factors while taking into consideration its contextual constraints. Design/methodology/approach: A 60-item survey instrument was designed and distributed across the top 10 QS-ranked universities in Lebanon, and the data were analyzed using structural equation modeling with SmartPLS. Findings: The results of data analysis confirmed the influence of resources and capabilities and knowledge transfer as the two most powerful ‚Äúuniversity-specific‚Äù success factors. Importantly, the relationship between the university-specific factors and innovation was mediated by the presence of a strong entrepreneurial culture, while an entrepreneurship environment was found to be conducive to entrepreneurship outcomes of the EPU. Originality/value: This paper fills a gap in the literature by suggesting a model for the EPU in developing nations, taking into consideration the various constraints of those nations."]
["An investigation into the key determinants of university–industry links in Algeria",2015,"https://www.ingentaconnect.com/content/intellect/tmsd/2015/00000014/00000002/art00003","Boutifour, Zohra; Saad, Mohammed; Guermat, Cherif","International Journal of Technology Management and Sustainable Development","The role of higher education institutions (HEIs) in developing the innovative capacity of societies is well recognized. As the main producers of knowledge, they contribute directly and indirectly to economic growth. Yet, little is known on the engagement of universities in developing countries with their social and economic environment. This article adopts a quantitative approach to identify the main factors affecting the role of Algerian HEIs in promoting and cooperating with their economic and social environment."]
["University technology transfer efficiency in a factor driven economy: the need for a coherent policy in Egypt",2019,"https://doi.org/10.1007/s10961-019-09737-w","Kirby, David A.; El Hadidi, Hala H.","The Journal of Technology Transfer","The article examines the effectiveness of instruments to promote technology transfer and foster entrepreneurial innovation in Egypt where there are individual measures but no comprehensive, unified policy or strategy to promote the transfer and commercialisation of the intellectual property stemming from university research. The study examines the extent of technology transfer in the country and the effectiveness of the various existing measures through a four-phase investigation involving in-depth interviews with experts, a questionnaire survey of 400 Egyptian Science, Engineering and Technology academics, three case studies of Technology Transfer Offices and a 237 respondent industry survey. The results indicate that despite the measures that have been introduced, there is little university‚Äìindustry collaboration and that the interventions are of limited effectiveness. The article concludes that there is a need for a broad, national co-ordinating policy that encourages universities and industry to collaborate, particularly on research, and to engage in the transference and commercialisation of technology."]

{"sheet":"7 - Global","index":44,"n_rows":7,"n_cols":6,"rows_kept":7,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q7: How can HEIs collaborate most effectively with the private sector to enhance the relevance and quality of teaching and learning, and research and innovation?\nRegion: Global",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":5},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Making industry-university partnerships work: Lessons from successful collaborations",2012,"https://sciencebusiness.net/sites/default/files/archive/Assets/94fe6d15-5432-4cf9-a656-633248e63541.pdf","Edmondson, Gail","Science|Business Innovati on Board AISBL","Universities and industry have been collaborating for over a century, but the rise of a global knowledge economy has intensified the need for strategic partnerships that go beyond the traditional funding of discrete research projects. World-class research universities are at the forefront of pioneering such partnerships. They are designed to run longer, invest more, look farther ahead and hone the competitiveness of companies, universities and regions. In short, they transform the role of the research university for the 21st century, anchoring it as a vital centre of competence to help tackle social challenges and drive economic growth. But it's a big leap. It requires each side to engage far beyond the conventi onal exchange of research for funding. When they work well, strategic partnerships merge the discovery-driven culture of the university with the innovation-driven environment of the company. But to make the chemistry work, each side must overcome the cultural and communications divide that tends to impair industry university partnerships of all types and undercut their potential. This report aims to address the challenge of bridging the industry-university divide by highlighting what makes universities attractive as industry partners, what structures make for excellent partnerships and what approach produces seamless interactions. It builds on a growing pool of academic research about the state of industry-university collaboration and off ers concrete lessons and recommendati ons from experienced managers on both sides of the divide. The empirical lessons in this research lead to some obvious policy conclusions. They include: 1. Keep the ship steady. Policymakers need to ensure a predictable, stable environment of funding and regulati on for long-term strategic partnerships to thrive. 2. Give universities the autonomy to operate effectively, and form partnerships. The best people to decide a university's strategy are its own board and faculty heads, not government ministries. Without freedom to operate ‚Äì with appropriate checks and balances ‚Äì they cannot form effective partnerships. 3. Reward activist, collaborative universities ‚Äì and encourage more to be that way. Funding incentives work: government policy should reward, or at least not discourage, universities and companies that form strong partnerships. New government programmes, such as proposed by the EU and some national governments, should entice others to take the same step."]
["Context perspective on university-industry collaboration processes: A systematic review of literature",2020,"https://doi.org/10.1016/j.jclepro.2020.120861","Nsanzumuhire, Silas U.; Groot, Wim","Journal of Cleaner Production","Studies on University-Industry Collaboration (UIC) have mainly focused on processes at the individual and institutional levels. The result has been a proliferation of literature on aspects of UIC implementation processes often accounting for contextual differences. A survey of previous systematic reviews showed a gap in integration of knowledge on UIC implementation processes from a holistic and economic context perspective. This systematic review of the literature seeks to cover that gap by integrating the literature on UIC implementation processes from developed and developing countries contexts. In total 68 publications were reviewed and the data extracted were qualitatively analyzed using a grounded theory approach. Three major themes are distinguished: channels of interaction, UIC mechanisms, and barriers to UIC. The channels of interaction were often presented in categories. The most comprehensive were found to be bi-directional, traditional, commercial and service channels. It was found that commercial channels are ranked by both industry and academia as the least important and the least preferred by collaboration actors. The review discerned three major forms of UIC implementation processes: (1) educational collaboration, (2) academic entrepreneurship and (3) research related collaboration. Mechanisms of implementing these three forms of interaction vary, but continuous interactions are frequently proposed as the best method of knowledge transfer, contrasting with the traditional linear view of UIC processes. Regarding barriers to collaboration, five categories of barriers (misalignment barriers; motivation related barriers; capability related barriers; governance-related barriers and contextual barriers) are identified. The review indicated also that there is still a research coverage gap in developing countries compared to developed countries, and that the educational collaboration form is somehow neglected. It is therefore recommended to use an action research approach to advance research in developing countries and to provide extra attention to educational collaboration mechanisms since this form is among the preferred means of UIC."]
["The Evolving Role of Universities in Economic Development: The Case of University–Industry Linkages",2011,"https://link.springer.com/chapter/10.1007/978-1-4419-7509-6_3","Reddy, Prasada","Universities in Transition: The Changing Role and Challenges for Academic Institutions","For the last decade and a half, the role played by universities in economic growth, particularly through university‚Äìindustry linkages, has been occupying the minds of policymakers and academics equally. The direct influence of university research in economic development is, however, not new. Since their inception, more than a century ago, agriculture universities through their research on new varieties of seeds, disease resistant crops, etc., have played a vital role in increasing the ¬≠agricultural productivity and farmers' incomes. Extension services provided by the agricultural universities, through which they transferred new technologies and ¬≠associated knowledge to farmers, have been the main channels through which ¬≠university research has been commercialized."]
["University-Industry co-operation to promote industrial relevance in the field instrumentation component of control education",2016,"http://dx.doi.org/10.1016/j.ifacol.2016.07.195","Serbezov, Atanas; Cummings, Don","IFAC-PapersOnLine","In every manufacturing process field instruments establish the foundation for control. As a result, field instrumentation is an integral part of the control curriculum for engineering disciplines that support process manufacturing. In the Chemical Engineering curriculum most of the hands-on interactions with field instruments occur in the Unit Operations (UO) laboratory. In order to make these interactions industrially relevant, dialogue and active engagement with industry are essential. In this paper we present eight features of our co-operation with industry that have significantly expanded the breadth of the UO laboratory experiences for the Chemical Engineering students and faculty. In addition to providing financial help for state-of-the-art field instruments, our industrial partners have also shared technical resources and know-how that have enabled us to integrate the technology into the curriculum in an industrially relevant way. The most notable elements that distinguish our UO laboratory are the large number of installed field instruments (173), the distributed control system (DSC), the asset management system (AMS), and the high level of active interaction with field instruments. The end result is that our students are developing a marketable skill set directly applicable to the industrial practice of control. Our faculty are benefitting from the co-operation with industry as well by being provided with various opportunities for professional development."]
["The creation and diffusion of innovation in developing countries: A systematic literature review",2016,"https://onlinelibrary.wiley.com/doi/abs/10.1111/joes.12126","Zanello, Giacomo; Fu, Xiaolan; Mohnen, Pierre; Ventresca, Marc","Journal of Economic Surveys","In this study, we review the literature on the creation and diffusion of innovation in the private sectors (industry and services) in developing countries. In particular, we collect evidence on what are the barriers to innovation creation and diffusion and the channels of innovation diffusion to and within developing countries. We find that innovation in developing countries is about creation or adoption of new ideas and technologies; but the capacity for innovation is embedded in and constituted by dynamics between geographical, socio-economic, political and legal subsystems. We contextualize the findings from the review in the current theoretical framework of diffusion of innovations, and we emphasize how the institutional context typical of developing countries impacts the diffusion itself."]

{"sheet":"8 - Africa","index":45,"n_rows":15,"n_cols":6,"rows_kept":15,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q8: How can USAID best partner with HEIs to make use of local knowledge and expertise?\nRegion: Africa",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":13},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Universities and economic development in Africa",2011,"https://www.mendeley.com/catalogue/8f9a3ff7-0499-3e3e-8e33-6bed8c232097/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7B8c1bd701-0d51-4729-b3e5-c5354d4d58a9{\\%}7D","Cloete, Nico; Bailey, Tracy; Pillay, Pundy; Bunting, Ian; Maassen, Peter",null,"During the post-independence period, every African country has struggled with the vexing issue of the role of higher education in development. While many studies on higher education in Africa deal with this problematic indirectly, very few have actually taken it on directly. As a point of departure, the overall aim of the study was to investigate the complex relationships between higher education (specifically universities) and economic development in selected African countries with a focus on the context in which universities operate (political and socio-economic), the internal structure and dynamics of the universities themselves, and the interaction between the national and institutional contexts. In addition, the study aimed to identify those factors (practices, strategies) and conditions (context) ‚Äì at both national and institutional levels ‚Äì that facilitate or inhibit universities' ability to make a sustainable contribution to economic development."]
["Living labs and knowledge creation in developing countries: Living labs as a tool for socio-economic resilience in Tanzania",2016,"https://www.tandfonline.com/doi/full/10.1080/20421338.2015.1132534","Hooli L, Jauhiainen J, Lähde K","African Journal of Science, Technology, Innovation and Development","Living Labs (LL) are platforms to increase innovation through the interaction of various actors. LLs are based on an open innovation process, community involvement, co-creation of products, and services or societal innovations together with users. Bottom-up approaches, such as LLs, are needed to support innovation processes in local communities. Developing countries expect that innovation systems with LLs will contribute positively to socio-economic resilience and poverty alleviation. However, only few studies exist about LLs in developing countries. This article studies LLs in Tanzania, with regard to their knowledge creation processes and contribution to socio-economic resilience of local communities. In Tanzania, LLs create new entrepreneurial skills and opportunities for people with limited formal education. The participants in LLs discuss and define local challenges in groups and find solutions through co-creation. They combine local knowledge and practices with external ones, the latter found mostly through learning to use the Internet. Direct networking between LLs in Tanzania helps to share experiences and best practices. External funding and know-how transfer support LLs, butthe commitment of their key person(s) is crucial."]
["Evaluation: legal professional development and anti-corruption activity mid-term performance evaluation",2018,"https://pdf.usaid.gov/pdf_docs/PA00THDS.pdf","Jackson, Victoria; Bloh, Oscar; Kazadi, Mwenda","Social Impact","The Legal Professional Development and Anti-Corruption (LPAC) activity midterm performance evaluation examined the appropriateness, performance, and sustainability of LPAC's new design to promote a more effective and accountable formal justice sector through improved capacity of five legal and regulatory institutions: the James A. A. Pierre Judicial Institute (Judicial Institute), the Louis Arthur Grimes School of Law (Law School), the Liberia Legal Information Institute (LiberLII), the Liberian National Bar Association (LNBA), and the Liberia Anti-Corruption Commission (LACC). The Liberia Strategic Analysis (LSA) evaluation team used a mixed-methods approach to address five evaluation questions (EQs) assessing (1) the original design and redesign; (2) achievement since redesign; (3) investment compared to perceived benefit; (4) government commitment and capacity; and (5) degree of women's participation. Evaluation methods included a desk review of relevant documents, monitoring and evaluation (M{\\&}E) data, key informant interviews (KIIs), focus group discussions (FGDs), and short interviews with stakeholders in Monrovia, Kakata, and Gbarnga. The evaluation found that inaccurate assumptions and planning led to flaws in the original design, which were influenced by the lack of co-design with GOL partners. The management structure and approach was risky and lacked consistent and reliable oversight. The redesign was appropriate in fixing the constraints by integrating components better, promoting cross-pollination, and shifting toward a multiagency approach to combating corruption. Since the redesign, LPAC experienced uneven progress working with the legal and regulatory institutions but achieved the greatest results and value with the LNBA and LACC. Participation of women grew by piloting legal aid clinics, increasing Public Service Scholarships and focusing on women's participation in judicial trainings."]
["African indigenous knowledge systems and relevance of higher education in South Africa",2013,"www.iejcomparative.org","Kaya, Hassan O.; Seleti, N.","The International Education Journal: Comparative Perspectives","The higher education system in Africa and South Africa in particular, is still too academic and distant from the developmental challenges of African local communities. The integration of African indigenous knowledge systems (AIKS) into the higher educational system could improve its relevance. This is due to the holistic, community-based nature and approach of AIKS to education and knowledge production. However, this requires an African indigenous theoretical framework of knowledge to guide the integration process. The framework should also clarify the relevance of African indigenous languages in knowledge production and sharing in the era of globalisation. There is also need for a strong institutional support system for a sustainable integration as shown by the experiences of some higher educational institutions in South Africa."]
["Community–university partnerships: using Participatory Action Learning and Action Research (PALAR)",2013,"https://www.semanticscholar.org/paper/Community%E2%80%93University-Partnerships%3A-Using-Action-and-Kearney-Wood/71855c541128cd8b35c6a0db66fe26d3e3a7ba80","Kearney, Judith; Wood, Lesley; Zuber-Skerritt, Ortrun","Gateways: International Journal of Community Research and Engagement","This article positions participatory action learning and action research (PALAR) as a preferred methodology for community-university partnerships to achieve a holistic outcome that benefits the common interest. Evidence for this claim is illustrated through case studies of two community engagement programs, one in South Africa and the other in Australia. The South African study explains how relationships, reflection and recognition (the three R's of PALAR) are important elements that promote a truly participatory approach to knowledge creation and practical improvement in social circumstances. The Australian study then highlights what can be achieved. It does this by showing the potential for PALAR participants to learn how to design and implement a community engagement program, and how to cascade their own learning into their community to improve educational opportunities. Both studies demonstrate PALAR's potential to disrupt traditional understandings of the research process, particularly in terms of researcher‚Äìparticipant relationships. At the same time, both studies identify the challenges arising from the theoretical and practical implications of PALAR as an approach to community development. This article is therefore significant for universities and funding organisations engaging in community-based research and development through partnerships, specifically in contexts of disadvantage. Keywords: Participatory action learning and action research, PALAR, community development, community engagement, community partnerships, disadvantaged communities, higher education."]
["Learning to make change: Developing innovation competence for recreating the African university of the 21st century",2006,"https://www.mendeley.com/catalogue/ad519e9f-5693-3b1c-899a-18f4ad86b245/?utm{\\_}source=desktop{\\&}utm{\\_}medium=1.19.4{\\&}utm{\\_}campaign=open{\\_}catalog{\\&}userDocumentId={\\%}7Be58ea686-d195-4d0a-9742-2b4e7110c77e{\\%}7D","Kibwika, Paul","Learning to make change","This thesis describes and evaluates an experiment in transforming learning, research and consultancy in an African university, in the hope of making university research and training more innovative, and more able to influence wider processes of change in society. Current university education is oriented towards developing ‚Äúexperts‚Äù in specialised disciplines, but there is an increasing demand for the universities directly to influence change in development. Bridging a perceived gap between ‚Äúexperts‚Äù and ‚Äúchange makers‚Äù is at the core of what this thesis describes. Making change in society, it is argued, requires competences over and above technical expertise. These competences have to be learnt, and the learning starts with the university lecturers, hence the title of the thesis ‚ÄúLearning to make change‚Äù. The thesis specifically discusses a pilot programme in innovation competence development in the agriculture-related faculties of Makerere University in Uganda. This explains why the discussion in this thesis is focused on the agricultural context, but the application of the argument extends to other disciplines."]
["Mainstreaming local people's knowledge and implication for higher education in the South",2010,"https://www.ajol.info/index.php/sajhe/article/view/50258","Kolawole, O. D.","South African Journal of Higher Education","The essence of education is the enhancement of behavioural change through the acquisition of new knowledge, skills and attitudes by the learner, which invariably translates to individual and national progress. This article, therefore, sheds light on the development and utilisation of local people's knowledge systems/technologies with possible adaptation for teaching in Colleges and Universities in the South for the realisation of sustainable development. It specifically addresses contextual issues and processes involved in knowledge production through indigenous experimentation and innovation; emphasizes both in situ and ex situ preservation of knowledge; identifies social actors in (indigenous) knowledge production; proposes a model for incorporating IKS in the formal education system; and suggests that the knowledge generated by grassroots people should be documented, preserved and mode available in international centres for accessibilily by all stakeholders for possible adaptation. The article poses a challenge to the twenty first century knowledge producers and policy-makers on the importance of mainstreaming indigenous knowledge systems for the purpose of teaching in higher institutions to enhance sustainable human development. [ABSTRACT FROM AUTHOR]"]
["The role of local knowledge in adaptation to climate change",2013,"https://onlinelibrary.wiley.com/doi/abs/10.1002/wcc.204","Naess, Lars Otto","Wiley Interdisciplinary Reviews: Climate Change","Evidence from recent research suggests that local knowledge may contribute to adaptation to climate change in a number of ways. At the same time, there are concerns over its relevance for future adaptation amidst other challenges. This article aims to shed light on some of the key potentials and challenges for the application of local knowledge for adaptation, drawing on recent studies as well as findings from semi-arid Tanzania. This article illustrates how the role of local knowledge at the local level is determined by interaction between informal and formal institutions at the local level. It suggests that assessments of the role of local knowledge for adaptation need to give more consideration to local power relations and the interaction with government strategies, while also addressing structural constraints to the use of local knowledge across scales. {\\textcopyright} 2012 John Wiley {\\&} Sons, Ltd.."]
["Producing knowledge for sustainable development in Africa: Implications for higher education",2003,"https://www.jstor.org/stable/3447468","Okolie, Andrew C.","Higher Education","This article complements the critique of the development policies and practices implemented in Africa's local communities by African governments and international development agencies by linking them to a specific hegemonic form of knowledge and knowledge production which largely structures the way in which Africans, including African scholars, know development, Africa and the world. They often exclude, marginalize and inferiorize African traditions, knowledges and ways of knowing. With food policy making in Africa as a case, I examine how higher education is implicated in the process by which development knowledges are generated and become dominant in Africa as well as its consequences. Borrowing from critical theory I raise questions about which knowledges are promoted, privileged and become dominant and how. I argue that higher education in Africa should be rethought and restructured to better reflect the actual lived experiences of the vast majority of Africans. This requires that local communities, including their various segments, participate meaningfully in the generation of knowledge about their development to ensure the relevance and acceptance by the people of the policies and programs that these knowledges engender. Institutions of higher learning and research can do this by becoming true centres of critical inquiry into knowledges and ways of knowing, including non-hegemonic knowledges and ways of knowing in the West. They can facilitate this by creating spaces for the expropri-ation of what is suitable in modern science and technology and their re-articulation with elements of Africa's traditions, values, practices and relationship with nature in order to pursue development policies that are African-centred and sustainable."]
["An innovation systems perspective on strengthening agricultural education and training in sub-Saharan Africa",2008,"http://www.sciencedirect.com/science/article/pii/S0308521X08000358","Spielman, D. J.; Ekboir, J.; Davis, K.; Ochieng, C. M. O.","Agricultural Systems","This paper examines the role of postsecondary agricultural education and training (AET) in sub-SaharanAfrica in the context of the region's agricultural innovation systems. Specifically, the paper looks at howAET in sub-Saharan Africa can contribute to agricultural development by strengthening innovative capac-ity, or the ability of individuals and organisations to introduce new products and processes that aresocially or economically relevant, particularly with respect to smallholder farmers who represent thelargest group of agricultural producers in the region. The paper argues that while AET is conventionallyviewed in terms of its role in building human and scientific capital, its also has a vital role to play in build-ing the capacity of organisations and individuals to transmit and adapt new applications of existing infor-mation, new products and processes, and new organisational cultures and behaviours. The paperemphasizes the importance of improving AET systems by strengthening the innovative capabilities ofAET organisations and professionals; changing organisational cultures, behaviours, and incentives; andbuilding innovation networks and linkages. Specific recommendations in support of this include aligningthe mandates of AET organisations with national development aspirations by promoting new educationalprograms that are more strategically attuned to the different needs of society; inducing change in the cul-tures of AET organisations through the introduction of educational programs and linkages beyond the for-mal AET system; and strengthening individual and organisational capacity by improving the incentives toforge stronger linkages between AET and diverse user communities, knowledge sources, and privateindustry"]
["African higher education: opportunities for transformative change for sustainable development",2014,"https://www.aplu.org/library/african-higher-education-opportunities-for-transformative-change-for-sustainable-development","USAID","Association of Public and Landgrant Universities","This report seeks to provide USAID and other interested stakeholders with recommendations towards effecting positive transformation of Sub-Saharan African higher education ‚Äì at both the system and institutional levels. This work is based upon the premise that African higher education institutions are critical to sustainable human development on the continent, evidenced by numerous studies measuring higher education's contribution to economic growth and long-term benefits to society. This report deals with the full spectrum of African institutions of higher education, including public and private colleges, universities and polytechnics, which serve undergraduate and/or graduate students and have the authority to award certificates, diplomas and/or degrees. The"]
["Access to Higher Education in South Africa: Expanding Capabilities in and through an Undergraduate Photovoice Project",2020,"https://doi.org/10.1080/09650792.2019.1612767","Martinez-Vargas, C., Walker, M., & Mkwananzi, F.","Educational Action Research","There is a gap in research on access to universities in South Africa. The research that exists focuses on quantitative methodologies, although some qualitative studies are now emerging. These research methodologies, although necessary and substantial for the development of equity measures and policies, might be less successful in their impact on the local context, on research participants and in expanding what counts as knowledge in the university. In this paper, participatory research, which has not been used to research access, is explored. The paper seeks to go beyond the instrumentalization of research participants – especially those from low-income households – highlighting the potential of using multi-strategy research, in which participatory elements are included as a way to foster both participants’ human development and local impact. Drawing on a research project on access to higher education in South Africa, the paper demonstrates that by including participatory elements (in this case photovoice) has the potential to operationalize Appadurai’s notion of the ‘right to research’ among undergraduates. Using data, including processes, observations, workshops, interviews, and visual narratives from a participatory photovoice project, the findings highlight how methodological plurality creates space for locally and relevant knowledge production, challenging epistemic barriers and fostering human development among the research participants."]
["Measuring the Impact of an International Service-Learning Project through Community Assessment in Rwanda",2020,"https://doi.org/10.3998/mjcsloa.3239521.0026.110","Spear, A., & Chapman, N.","Michigan Journal of Community Service Learning","In 2015, a university from Hong Kong led an international service-learning course to Kigali, Rwanda. The focus of the course was to install solar panels in individual households in a community, on the outskirts of Kigali, without access to electricity. The following year, the Hong Kong university partnered with a university in the United States and returned to Rwanda to expand the solar panel project in the same community. The central question of the qualitative impact assessment was, How, if at all, has the installation of solar panels impacted individual households and the community as a whole in the past year? Data methods included semi-structured interviews and observations during visits to the 16 households who had received solar panels in previous iterations of the service-learning project. Findings demonstrating five reoccurring themes emerged: project implementation, economic savings, improvement of study environment for childhood, women’s empowerment, and improved quality of life. A strategic government development plan, a sustained relationship between a university and a local organization, and the type of service project are highlighted as important factors. The importance of local participation in the design and implementation of the solar home systems (SHS) project is emphasized, and an unexpected impact on gender dynamics related to project design is explored."]

{"sheet":"8 - Asia","index":46,"n_rows":7,"n_cols":6,"rows_kept":7,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q8: How can USAID best partner with HEIs to make use of local knowledge and expertise?\nRegion: Asia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":5},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Learning from a Small State's Experience: Acknowledging the Importance of Context in Implementing Learner-Centred Pedagogy",2015,"https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/6940","Di Biase, Rhonda","The International Education Journal: Comparative Perspectives","The challenges of implementing learner-centred pedagogies have been well documented, noting that many reform efforts fail to consider important contextual factors. With attention to the disparity between policy and practice, this study investigated the conditions under which teachers can enact learner-centred pedagogy in the Maldives using design-based research; a theoretically oriented, participatory methodology exploring practical solutions in real-world settings. Working collaboratively with teachers from an island school, a pedagogical intervention based on learner-centred principles, was designed to fit the Maldivian context. This article discusses the process of implementing the intervention, the challenges influencing its use, and the particular contextual factors impacting on learner-centred reform. Analyses of the research data and the reflection on the research process, highlight the importance of addressing the particularities of small states in the development of educational interventions and reinforces the need for close attention to contextual factors within reform efforts."]
["Indigenous knowledge within a global knowledge system",2005,"https://link.springer.com/article/10.1057%2Fpalgrave.hep.8300092","Durie, Mason","Higher Education Policy","Faced with globalizing forces that promote universal approaches to knowledge and understanding, indigenous peoples have reacted by abandoning the old ways or alternately seeking to re-discover ancient wisdoms as foundations for pathways to the future. Increasingly, however, a third way has been to focus on the interface between indigenous knowledge and other knowledge systems, such as science, to generate new insights, built from two systems. The interface approach recognizes the distinctiveness of different knowledge systems, but sees opportunities for employing aspects of both so that dual benefits can be realized and indigenous worldviews can be matched with contemporary realities. {\\textcopyright} 2005 International Association of Universities."]
["Area-Based Participatory Action Learning of Social Studies Pre-Service Teachers to Develop Indigenous History Learning Resources for Diversity Students in Northern Thailand",2022,"https://doi.org/10.5539/hes.v12n2p20","Mangkhang, C.","Higher Education Studies","The research aimed to 1) study the needs in developing indigenous history for diversity students in Northern Thailand, 2) develop indigenous history learning resources for diversity students in Northern Thailand through area-based participatory action learning of social studies pre-service teachers, and 3) distill learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand. The methodology of the research was based on Participatory Action Research (PAR). The sample in the research consisted of 1) community leaders, monks, school administrators, folk philosophers, and youth representatives accounting for 22 people; 2) 10 social studies pre-service teachers; 3) 8 indigenous mural painters, making a total of 40 people. The instruments used in the research were 1) unstructured interview forms, 2) forms of synthesizing knowledge to moral creativity, 3) validity assessment forms of indigenous history data, and 4) focus group discussion recording forms. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. Study results revealed that: 1) From the area-based action on the legend of Viang Malika and Phra Nang Malika from history in the educational sandbox of Chiang Mai province, it was found that the community has demand in terms of developing learning resources telling its indigenous history through the temple which is the common area in the community. The demand is to present indigenous history which is part of the historical development of the Lanna Kingdom in terms of business, politics, administration, education, religions, and the environment including women's roles as governesses or kings. This shows feminist concepts appearing on the page of indigenous history and reflects equality in stepping over physical limitations of the body (disability). The frame limiting gender is destroyed through the history of leaders and kings in indigenous history has influenced the development of the history of the historical development of the Thai local society up to the present time. 2) Developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diverse students in Northern Thailand has brought about indigenous history learning resources integrating cooperation between universities, communities, temples, and schools. Indigenous history learning resources have been brought about, which helps promote quality learning management. And 3) From distilling learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand, the important social studies competency of social studies pre-service teachers for 4 aspects were found. This is called the competency of area-based social studies learning or so-called \"VCAP\" consisting of 1) Value Domain, 2) Cognitive Domain 3) Affective Domain and 4) Psychomotor Domain, which helps promote occupational competency of pre-service teachers to be more efficient."]
["Praxis for Accelerated Improvement in Research (PAIR)",2020,"https://doi.org/10.5430/ijhe.v9n3p248","Anito, J. C., Limjap, A. A., & Padagas, R. C.","International Journal of Higher Education","This article introduces the Praxis for Accelerated Improvement in Research (PAIR) as a transformative research management paradigm drawn from the participatory action research program focused on research production and publication in a private higher education institution in Manila, Philippines. PAIR mentoring scheme upholds establishing a committed and caring relationship between the mentor and the mentee, thereby developing a shared vision towards research. PAIR mentoring further underscores the need to institute a university research infrastructure to support its research programs and initiatives. This participatory and transformative approach to research management tendered significant (and accelerated) improvement in the Scopus® metrics of the university. Reflecting from the researchers' and research participants' journey in implementing and embracing change and improvement in the university research programs, this article argues that researchers need to advance connectedness, conviviality, optimism, shared vision, and prudence in all aspects of research. This article thereby recommends learning and researching within the lens of participatory and transformative paradigm. The authors further recommend to higher education institutions establishment of a sustained mentoring program where mentors and mentees mutually agree and commit to advance the research vision of the university collectively. Finally, this article reasons in favor of an institutional research infrastructure that nurtures not just the knowledge and skills in research, but also the attitude and values of its research stakeholders towards research and the overall research program of the organization."]
["Evaluating Research Performance of Research Institutes within Malaysian Universities: An Alternative Assessment Framework",2021,"https://doi.org/10.1007/s11233-021-09080-6","Ta, G. C., Halim, S. A., Azman, N., Komoo, I., & Mokhtar, M.","Tertiary Education and Management","Evaluation of research performance has significantly increased in importance, particularly in many emerging higher education systems. In Malaysia, the Malaysian Research Assessment (MyRA) was developed to evaluate the research performance of universities and Research Centres of Excellence (RCoEs). This paper reports on a participatory action research approach aimed at developing a new framework for measuring research performance of Malaysian RCoEs. The introduction provides the contexts leading to the development and adoption of the MyRA including the challenges and its appropriateness as a tool for evaluating the research performance of relatively smaller entities namely, RCoEs. A stepwise approach in developing an alternative system of assessment for RCoEs is then described, leading to a list of prioritised components and criteria for the newly proposed tool. Finally, some of the wider implications of the new assessment framework are discussed, including the applicability to other contexts, lessons learned, and the contribution to the literature."]

{"sheet":"8 - E&E","index":47,"n_rows":6,"n_cols":6,"rows_kept":6,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q8: How can USAID best partner with HEIs to make use of local knowledge and expertise?\nRegion: Europe and Eurasia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":4},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Linking academic and local knowledge: community-based research and service learning for sustainable rural development in Hungary",2009,"https://www.sciencedirect.com/science/article/abs/pii/S0959652609000730","Bodorkós, Barbara; Pataki, György","Journal of Cleaner Production","Discussions about the potential role of academic and research institutions in regional sustainability initiatives (RSIs) inevitably raise the issue of the role of science in society in general. In democratic societies, it can be argued that science-society relationships should be based on establishing and institutionalizing mutual dialogues, making public concerns not only visible but the public as equal partner. In order to fulfil the social responsibilities of academic institutions involved in RSIs through establishing dialogues with diverse stakeholders, a possible methodology is conducting participatory action research (PAR) combined with the educational model of service learning. The PAR project reported here aims at facilitating a bottom-up, micro-region level sustainability planning and development process in one of the most socio-economically disadvantaged rural areas of north-east Hungary. Some of the main results of this university-community partnership were its contribution to sustainability, including the activation of local capabilities and networking across various local stakeholder groups through various small-scale projects and the co-production of a socially grounded and landscape-based rural development plan for the micro-region. {\\textcopyright} 2009 Elsevier Ltd. All rights reserved."]
["Curating knowledge, creating change: University Knowledge Center, Kosovo national transition",2020,"https://journals.sagepub.com/doi/abs/10.1177/0340035219883897","Somerville, Mary M.; Mirjamdotter, Anita; Harjizi, Edmond; Sayyad-Abdi, Elham; Gibney, Michele; Bruce, Christine; Stoodley, Ian","IFLA Journal","A collaborative system design initiative at the University for Business and Technology in Kosovo aims to make local knowledge visible and to enhance local knowledge creation, within the university and throughout the country. Since its inception in 2015, design activities aimed to activate systems through modeling the global knowledge landscape, technology enabled systems, and human activity processes. Within the framework of Informed Systems, application of Informed Learning Theory and Information Experience Design (IXD) guided prototyping systems that informed building an institutional repository named the UBT Knowledge Center. The knowledge vision anticipates that sustained curation, organization, discovery, access, and usage processes will accelerate academic engagement, national development, and global visibility, over time and with practice to further theory-to-practice and practice-to-theory."]
["“Minga,” Participatory Action, and Social Justice: Framing a Decolonization Process for Principled Experiential Learning among Indigenous Shuar Communities in Amazonian Ecuador",2019,"https://doi.org/10.1177/1053825918817871","Gadhoke, P., Sanchez, P. J., Zajkowski, M., Taylor, K., & Brenton, B. P.","Association for Experiential Education","Background: A case study of an undergraduate scholars program in New York and our long-term partnership with four Indigenous Shuar communities living in Morona-Santiago, Ecuador. Purpose: To introduce principled strategies for building an ethical experiential learning framework based on a decolonization process, Indigenous community work models and integrated perspectives from the multiple stakeholders involved. Method/Approach: A synthesis of academic literature, reflexivity as a team contending with our own decolonization processes, participant observation, and the in-depth interviews with key community members, drawn from semistructured interviews conducted from 2017 to 2018. Findings/Conclusion: The outcome of this synthesis were four distinct principles for a more holistic, ethical, and effective framework: shared investment, shared sense of accountability, pacts of reciprocity, and social bonds. The principles offered emphasize the critical dynamics of ensuring mutual benefit between university programs and Indigenous community partners within an experiential education context. Implications: These principles can be used by institutions to both evaluate the substance of their ethical relations and also develop socially just standards for community engagement and student mentorship when working with Indigenous communities."]
["Grounding Participatory Action Research in Rural Colombia: A Demonstration Study on Youth Financial Inclusion",2019,"https://doi.org/10.1080/02601370.2019.1579262","de Jong, G., Fajardo Rojas, M. A., & Almeyda, G.","International Journal of Lifelong Education","Since the new millennium, the issue of financial inclusion of young people has increasingly gained recognition, especially in relation to those living in deprived circumstances. Financial inclusion can be promoted through education that specifically aims for the strengthening of young persons’ financial capabilities. In 2013, a participatory action research project was started in a rural region of Colombia to improve the research capacity of a local university through the development and implementation of a demonstration project on the financial inclusion of young people. University teachers, students and employees of a financial cooperative were trained in conducting qualitative methods with a specific aim of being responsive to the life stories of their interviewees. This paper shares the experiences from an international team of educational scholars who aim for the democratisation of research capacity and the dissemination of localised knowledge. This is done by working closely together with stakeholders and ultimately giving a voice to youth employed in the informal economy as they are usually the ones being most deprived from access to financial services."]

{"sheet":"8 - LAC","index":48,"n_rows":4,"n_cols":6,"rows_kept":4,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q8: How can USAID best partner with HEIs to make use of local knowledge and expertise?\nRegion: Latin America and the Caribbean",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":2},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Embracing interculturality and Indigenous knowledge in Latin American higher education",2020,"https://www.tandfonline.com/doi/abs/10.1080/03057925.2020.1766350?journalCode=ccom20","Cortina, Regina; Earl, Amanda","Compare","This article uses Southern theories to analyse education programmes in Latin America that promote Indigenous knowledges and languages at the university level. Applying de Sousa Santos' concepts of ‚Äòpluriversity' and ‚Äòsubversity' to four cases of programme models, in Mexico, Colombia, Ecuador, and one regional network, the authors describe the possibilities of such programmes to decentre Eurocentric knowledge hierarchies and contribute to the social opening of the university. To advance equitable and epistemically just curricula and programming, Indigenous and intercultural university models will have to overcome the challenges of implementing their programmes within the larger context of Eurocentric rationales and universalising global education models."]
["Universities as the engine of economic growth: Insights from developing the First Industry‚Äì Higher Education Clusters in El Salvador",2017,"https://files.eric.ed.gov/fulltext/ED582377.pdf","Navarro, Richard; Barbarasa, Estera; Thakkar, Ami","RTI International","We explore the recent undertaking in El Salvador to establish the country's first industry‚Äì higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology, (2) light manufacturing, (3) energy and energy efficiency, and (4) agro -industry and food processing. T hese clusters take a systems approach to aligning higher education institutions (HEIs) with the talent and research needs of the private sector. Under the United States Agency for International Development's Higher Education for Economic Growth project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Fina lly, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-l evel economic benefits."]

{"sheet":"8 - ME","index":49,"n_rows":2,"n_cols":6,"rows_kept":2,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q8: How can USAID best partner with HEIs to make use of local knowledge and expertise?\nRegion: Middle East",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":0},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]

{"sheet":"8 - Global","index":50,"n_rows":9,"n_cols":6,"rows_kept":9,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q8: How can USAID best partner with HEIs to make use of local knowledge and expertise?\nRegion: Global",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":7},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["An Integrated Conception of Development",2018,"http://link-springer-com-443.webvpn.fjmu.edu.cn/chapter/10.1007%2F978-3-319-64152-2_2","Arocena, Rodrigo; Göransson, Bo; Sutz, Judith",null,"The concept of development and how it has been interpreted by different schools of thought in the developmental discourse are discussed. For that a sequential analytical model is proposed that considers values, facts, trends, and policies as a coherent whole. The model features four approaches and their interlinkages: the normative, the factual, the prospective, and the propositional approaches. The normative notion of Sustainable Human Development is summarized. The core of the factual and prospective approaches is the increasing role of knowledge as a main resource in power relations. Advanced knowledge becomes directly related to inequalities and even to social exclusion. Consequently, democratization of knowledge appears as a main component in the propositional approach."]
["The role of universities in innovation systems in developing countries: Developmental university systems -empirical, analytical and normative perspectives","Handbook of Innovation Systems and Developing Countries: Building Domestic Capabilities in a Global Setting (Edited by Bengt-Ake Lundvall, K.J. Joseph, Cristina Chaminade and Jan Vang)","https://dx.doi.org/10.4337/9781849803427.00019","Brundenius, Claes; Lundvall, Bengt-Åke; Sutz, Judith","Handbook of Innovation Systems and Developing Countries: Building Domestic Capabilities in a Global Setting (Edited by Bengt-Ake Lundvall, K.J. Joseph, Cristina Chaminade and Jan Vang)","It has become almost trivial to assert that in the knowledge society universities are important institutions. This consensus notwithstanding, questions such as in what sense and for whom those institutions are important, are far from receiving unanimous answers. Should the major function be to promote higher education in order to serve all sectors of society or should the emphasis be to engage in research, and what are the relationships between the two types of activities? And what should a ‚Äòthird mission' encompass: a broad interaction with society or just an interaction with the business sector aiming at promoting technical innovation in high technology? Debates are particularly entangled in developing countries, partly due to a strong presence of international advice alongside the positions held by local actors, and partly due to the level of the challenges that such countries and their universities are facing. Both in the developed and the developing countries the main emphasis is now on how universities may serve industry through direct flows of information from ongoing research. But it is obvious that universities contribute to economic growth and development through other mechanisms, not least through the flow of graduates into the labor market."]
["Universities and the post-2015 development agenda: an analytical framework",2016,"https://link.springer.com/article/10.1007/s10734-016-0035-7","McCowan, Tristan","Higher Education","Higher education is increasingly acknowledged by national governments and international agencies as a key driver of development, and systems are expanding rapidly in response to rising demand. Moreover, universities have been attributed a central role in the post-2015 development agenda and the achievement of the sustainable development goals. Yet questions of institutional models and their differential impact on society have not received sufficient attention. This paper presents an analysis of the ‚Äòanatomy' of the university in order to identify the salient changes in the institution across time and location in relation to knowledge and relationships with society. A framework is proposed structured around three key dimensions: first, ‚Äòvalue'‚Äîthe extent to which knowledge is treated as intrinsically or instrumentally worthwhile; second, ‚Äòfunction'‚Äîthe role of the university in terms of storage, transmission, production or application of knowledge; third, ‚Äòinteraction'‚Äîthe flow of ideas and actors between the university and society. This analytical framework is then utilised to assess two dominant tendencies in global higher education: commodification and unbundling. Finally, implications are drawn out for universities' potential impact on development in low- and middle-income countries in the context of these contemporary trends."]
["The University as Engine of Development?",2018,"https://journals.sfu.ca/pie/index.php/pie/article/view/1057","McCowan, Tristan","Philosophical Inquiry in Education","Higher education is well placed to drive development, both in terms of the economy and society more broadly speaking. Universities should be socially engaged institutions, producing graduates who have the necessary knowledge, skills, experience and self-confidence to not only make a good living for themselves and their families, but to also make life better for their communities and the rest of society. A holistic, integrated approach to student development is central to the achievement of each of these goals, because it can play a role to aid the academic project, and to promote a sense of civic responsibility."]
["The Developmental University",2019,"https://www.palgrave.com/gp/book/9783030195960","McCowan, Tristan","Higher Education for and beyond the Sustainable Development Goals","This chapter outlines the model of university that provides the best fit with the role proposed in the SDGs. The developmental university emerged in Africa in the post-independence period, but has its roots in the nineteenth-century land grant institutions in the USA, with other antecedents in Latin America. It has four primary characteristics: service to society, egalitarianism, non-academic impact and application of knowledge. Examples of developmental universities in practice are discussed, including the University for Development Studies (UDS) in Ghana, and the ‚Äòthematic' federal universities in Brazil. Finally, the challenges facing these institutions are assessed, including resource constraints and the possible encroachment on autonomy from the close relationship with the state."]
["The Impact of tertiary education on development: A rigorous literature review",2014,"https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Tertiary%20education%202014%20Oketch%20report.pdf?ver=2014-06-24-161044-887","Oketch, Moses; McCowan, Tristan; Schendel, Rebecca; With Bangpan, Mukdarut; Terano, Mayumi; Marston, Alison; Rawal, Shenila; Carpentier, Vincent; Furniss, Graham; Huttly, Sharon; McMahon, Walter; Oliver, Sandy; Prasadam-Halls, Ben; Temple, Paul; Unterhalter, Elaine",null,"After a long period in which the international development community has placed emphasis on primary education, there is now renewed interest in tertiary education (TE). However, the extent and nature of the impact of TE on development remains unclear. This rigorous review seeks to address this question in the context of low- and lower-middle- income countries (LLMICs). Overall, while there is a large body of literature on TE in LLMICs, the majority of studies focus on the characteristics of TE systems and institutions, or on the short-term effects of interventions (for example, on policy and funding arrangements). We found relatively few studies that sought evidence of the broader impact of TE on development in LLMICs. A conceptual framework was developed in order to structure the review of literature. Drawing on theories relating TE to human capital development, endogenous development, capabilities and institutional growth, multiple potential pathways to impact were identified. These pathways lead to improvements in five forms of outcome: earnings, productivity, technological transfer, capabilities and institutions."]
["Linking universities to communities: The case of EARTH University",2016,"https://repository.ruforum.org/documents/linking-universities-communities-case-earth-university","Sherrard, D.","EARTH University","This paper shares the approach and experiences of EARTH University in reorienting university curriculum and training approaches that embed strong engagement between a university and communities to not only train a cadre of highly motivated and practical graduates but foster community transformation. The EARTH University approach involves four experiential learning courses: Work Experience, the Entrepreneurial Projects program-a unique student entrepreneurship course in which students open a real business, service learning in the Community Development Program, and an Internship Program. R{\\'{e}}sum{\\'{e}} Cet article partage l'approche et les exp{\\'{e}}riences de l'Universit{\\'{e}} EARTH en r{\\'{e}}orientant les approches p{\\'{e}}dagogiques de l'universit{\\'{e}} et de formation qui int{\\`{e}}grent une forte coop{\\'{e}}ration entre une universit{\\'{e}} et les communaut{\\'{e}}s {\\`{a}} former non seulement un groupe de dipl{\\^{o}}m{\\'{e}}s tr{\\`{e}}s motiv{\\'{e}}s et pratiques, mais la transformation de la communaut{\\'{e}} d'accueil. L'approche de l'Universit{\\'{e}} EARTH comprend quatre cours d'apprentissage exp{\\'{e}}rientiel: l'exp{\\'{e}}rience professionnelle, les projets de programme entrepreneurial-un cours d'entrepreneuriat d'{\\'{e}}tudiant unique dans lequel les {\\'{e}}tudiants ouvrent une v{\\'{e}}ritable entreprise, le service d'apprentissage dans le programme de d{\\'{e}}veloppement communautaire, et un programme de stages."]

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["Q9: How can HE access, retention, and completion rates be improved for underrepresented populations (e.g., women, indigenous and marginalized populations, and people with disabilities)?\nRegion: Africa",null,null,"Total:",{"$f":"COUNTA(B3:B999)","v":26},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["A descriptive assessment of higher education access, participation, equity, and disparity in Ghana",2013,"https://journals.sagepub.com/doi/full/10.1177/2158244013497725","Atuahene, Francis; Owusu-Ansah, Anthony","SAGE Open","Since independence, Ghana has comparatively distinguished itself among many Sub-Saharan African (SSA) countries in its educational developments. Tertiary education in Ghana over the past decade has witnessed tremendous growth in various frontages-increased access and participation, relative expansion of academic facilities, a growing private sector, and most importantly, a transformative policy environment. Despite these overwhelming developments, there remain inequalities in the higher education system in Ghana: access has not been broadened to include all social groups. Available data suggest unequal participation among women, minorities, individuals from low socioeconomic backgrounds, and spatial-based disparities. Using enrollment data from universities, policy document from the Ministry of Education, and the National Council for Tertiary Education in Ghana, and academic research reports, the authors provide descriptive and critical analyses of the structures of inequalities and disparities in higher education in Ghana. The authors argue that in spite of the massive developments over the years, there exist accessibility and participation gap with respect to students' socioeconomic status, gender, regions of origin, and the type and location of secondary schools attended. {\\textcopyright} The Author(s) 2013."]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan",null,"Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:"]
["A bridge to the future: From higher education to employment for displaced youth in Africa",2019,"https://mastercardfdn.org/wp-content/uploads/2019/11/Mastercard-foundation-A-bridge-to-the-future.pdf","Lowe, Sophia","World University Service of Canada for Mastercard Foundation","The Mastercard Foundation commissioned World University Services of Canada, to conduct a mapping study of bridging programs in Ethiopia, Nigeria, Uganda, and Kenya, that support access to higher education and employment opportunities for displaced youth, refugees, and internally displaced persons. This mapping study, A Bridge to the Future: From Higher Education to Employment for Displaced Youth in Africa, examines the complex relationship between displacement, education, employment, and policies that impact access to education. Insights from the study will inform the Mastercard Foundation Scholars Program approach to higher education opportunities for displaced youth."]
["Inclusion of students with disabilities in formal vocational education programs in Ethiopia",2015,"https://eric.ed.gov/?id=EJ1094820","Malle, Abebe Yehualawork; Pirttimaa, Raija; Saloviita, Timo","International Journal of Special Education","In Ethiopia, individuals with disabilities have limited access to educational and vocational training opportunities. This study investigates prevailing challenges and opportunities for the participation of students with disabilities in vocational education programs in Ethiopia. Data for the study were gathered from the five biggest regions out of the 11 in the country by selecting two colleges of technical and vocational education from each region. A total of 110 trainers and 28 students with disabilities from the selected colleges completed the questionnaire. In addition, 30 regional and college-level administrators were interviewed. Finally, all 10 colleges were evaluated through direct observation in terms of the accessibility of their physical environments. The results revealed significant barriers that limited full participation of students with disabilities, such as lack of adaptive educational materials and facilities, lack of trained trainers, and systematic exclusion of students with disabilities. The results are discussed with a focus on the need for continued improvement of vocational and technical education considering international and national strategies that endorse the rights of people with disabilities. In"]
["Equity and equality in access to higher education: The experiences of students with disabilities in Tanzania",2011,"https://journals.sagepub.com/doi/abs/10.2304/rcie.2011.6.4.415","Mwaipopo, Rosemarie Nyigulila; Lihamba, Amandina; Njewele, Delphine Cosmas","Research in Comparative and International Education","Social development policies in Tanzania are exemplary in terms of their recognition of the rights of access to higher education institutions by specific demographic groups. Policy documents such as the 2005 National Strategy for Growth and Reduction of Poverty (known as the MKUKUTA) and the 2004 National Policy on Disability emphasise this necessity and outline the government's commitment to ensure that people who are socially disadvantaged, including those with disabilities, can equally access higher education. The process through which this is achieved is, however, less explicit and is therefore difficult to measure in relation to what students with disabilities actually experience as they not only pursue, but also experience higher education. Using both qualitative and quantitative data, this article analyses the process of access into higher education institutions and outcomes in terms of representation in higher education institutions by students with disabilities. In doing so, it seeks to explore the meaning and outcomes of policies related to higher education institutions in Tanzania in terms of their stated equality ideals and achievements in practice."]
["Female participation in Technical, Vocational Education and Training Institutions (TVET) subsector: The Kenyan experience",2017,"https://iiste.org/Journals/index.php/PPAR/article/view/36735","Ngugi, M.; Muthima, P.","Public Policy and Administration Research","Economists widely agree that there is a high positive relationship between education and development. This relationship is even more pronounced when women receive education as it not only benefits them but also all those they nurture. Despite the progress made over the last decade in enhancing access, equity, retention, quality, completion rates and gender parity in education and training in Kenya, the Technical, Vocational, and Education Training (TVET) subsector continues to experience low female enrolment in Science, Technology, Engineering and Mathematics (STEM) based courses. This paper is a desk-review focusing on establishing the status of female participation in TVET and factors contributing to the prevailing status-quo. The paper recommends that encouraging and supporting fair and equal opportunities for girls and boys to perform in TVET-related subjects at school would translate to more girls and women in TVET fields of study and even to the world of work. There is also need for the educators to use more gender-responsive approaches at all levels of education; increase role models such as more female teachers and attach young female scholars to practicing women engineers in the country. At policy level, gender responsive strategies such as having a certain percentage of girls being admitted and encouraged to do technical-based subjects in form one every year are some of the interventions that may help shield this vulnerable group from persistent exclusion from TVET education."]
["Women's access and experience in higher education agricultural programs in Africa",2020,"https://www.tandfonline.com/doi/abs/10.1080/09540253.2018.1495832","Van Houweling, Emily; Christie, Maria Elisa; Rahim, Asha Abdel","Gender and Education","In Africa women are underrepresented in higher education (HE) agricultural programs, despite the fact that they make up half of the agricultural labor force. This article discusses the reasons for women's low enrollment in HE agricultural programs, focusing on socio-cultural norms and gendered perceptions of agriculture. Moving beyond access, it also explores the institutional culture and learning environment in HE agricultural programs. We argue that women often feel unsafe, uncomfortable, and isolated in these programs and that conservative socio-cultural norms, which discriminate against women in society and family life, also permeate institutions of HE. The data comes from a literature review, a Southern and Eastern Africa regional workshop, and focus groups and interviews conducted with faculty and students in South Sudan and Mozambique. We conclude with recommendations for increasing the number of women in agricultural programs and improving their experience."]
["Using Real-World Engagements for Sustainability Learning in ODeL in the Global South: Challenges and Opportunities",2021,"https://doi.org/10.1108/IJSHE-08-2020-0287","Pretorius, R. W., Carow, S., Wilson, G., & Schmitz, P.","International Journal of Sustainability in Higher Education","Purpose This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines. Design/methodology/approach The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning. Findings The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper. Research limitations/implications The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field. Originality/value This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice."]
["University Students’ Persistence with Technology-Mediated Distance Education: A Response to COVID-19 and beyond in Zimbabwe",2021,"https://doi.org/10.19173/irrodl.v23i1.5758","Rudhumbu, N.","International Review of Research in Open and Distributed Learning","Technology-mediated distance education (TDE) has become part of the new normal in the range of teaching strategies used in universities in Zimbabwe. Contemporary literature abounds with studies that highlight challenges associated with access to education in universities, yet very little is highlighted about how TDE can be used to enhance access to education in Zimbabwean universities during the COVID-19 era and beyond. The purpose of this study was therefore to investigate determinants of students' behavioural intentions to persist with TDE in universities in Zimbabwe during COVID-19 and beyond. The study employed a quantitative approach that used a self-constructed structured questionnaire for data collection from a sample of 1,300 distance learning students selected from five universities using a stratified random sampling strategy. Structural equation modelling using IBM SPSS Amos 22 was used for data analysis. Results of the study show that cultural and norms issues ([beta] = 0.325; p < 0.001) and characteristics of the students ([beta] = 0.329; p < 0.001), the lecturer ([beta] = 0.362; p < 0.001), the institution ([beta] = 0.427; p < 0.001), and external stakeholders ([beta] = 0.279; p < 0.001) were all significantly associated with the behavioural intentions of university students to persist with TDE. Results of this study have implications for both policy and practice with regard to implementing TDE in universities."]
["Flexible Learning Pathways in South African Higher Education",2021,"https://www.iiep.unesco.org/en/publication/flexible-learning-pathways-south-african-higher-education","UNESCO","IIEP Publications","Social demand for higher education has more than doubled in the past 20 years. However, only one-third of all countries’ higher education systems are enrolling more than 50% of the traditional age cohort. Despite major advancements in achieving higher levels of access and participation, inequalities and inequities in higher education persist, and have been exacerbated by the COVID-19 pandemic. Against this background, the IIEP launched the ‘SDG 4 Planning for Flexible Learning Pathways in Higher Education’ project in 2018, to support efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems. The project has identified policies and practices that support flexible learning pathways (FLPs) in higher education for a variety of students. The UNESCO definition of FLPs encompasses ‘entry points and re-entry points at all ages and all educational levels, strengthened links between formal and nonformal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through nonformal and informal education. Research undertaken by IIEP in this area includes a stocktaking exercise of good practices, an international survey, and in-depth case studies of eight countries working to increase flexibility in higher education provision: Chile, Finland, India, Jamaica, Malaysia, Morocco, South Africa, and the United Kingdom."]
["Partnership with Stakeholders as Innovative Model of Work-Integrated Learning for Unemployed Youths",2022,"https://doi.org/10.1108/HESWBL-03-2021-0065","Mayombe, C.","Higher Education","Purpose The unemployment rate among disadvantaged youths (aged 15–34 years) in large parts of Africa, Asia and Latin America has become a global concern. The concern in this article is that most WIL programmes could not facilitate a smooth WIL-to-work transition. The purpose of the article is to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of the disadvantaged youths. Design/methodology/approach A qualitative approach was suitable for examining the features of an innovative WIL model. Semi-structured interviews were used to collect data from seven managers of different firms and institutions, and ten trainees to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of disadvantaged youths. Findings The main findings reveal that local businesses and enterprises played important roles in participating in the design of the WIL curriculum, providing adequate mentorship for work experience and micro-placement to the trainees. Based on the findings, the author concludes that the partnership with stakeholders as an innovative WIL model contributed to the employability of disadvantaged youths through the acquisition of work experience and work-readiness. Practical implications The implication of the findings is that the commitment of partner stakeholders ensures that WIL graduates continue to be employed. The commitment of partner stakeholders evident in this study is likely to continue creating better employment prospects for WIL graduates. Originality/value Though stakeholder partnerships are common in WIL programmes and TVET, the innovativeness of this model lies in the features of WIL programmes, the roles and commitment of stakeholders including the outcomes of the partnerships."]
["Maintaining Student Engagement: The Digital Shift during the Coronavirus Pandemic a Case of the Library at the University of Pretoria",2021,"https://doi.org/10.1080/13614533.2021.1976234","Matizirofa, L., Soyizwapi, L., Siwela, A., & Khosie, M.","New Review of Academic Librarianship","The South African Higher Education Institution (HEI) sector had to move to ‘emergency’ online learning during the covid-19 pandemic, and they embraced a humanistic approach underpinned by the need to complete the academic year in 2020 and support all students. Because this emergency online learning accelerated the digital shift, evidence of pre-existing disparities and inequalities have been magnified, such as the digital divide, infrastructure, connectivity, access to data, digital literacies, vastly different learning environments, software and hardware tools, and others. The Department of Library Services (DLS) is aligned to the University of Pretoria’s shift to online learning and to reimaging its service offerings and innovation readiness. It deliberately adopted a responsive engagement strategy for students, staff, senior management and service providers. Therefore, the DLS now offers a mix of services and programmes, with more reliance on virtual services to support and sustain the academic agenda. This paper provides real-life case study experiences of student engagement during the covid-19 pandemic, with reference to the relevant student engagement with literature. It also reflects on how the DLS previously applied attributes of service innovation, such as ‘employing’ a client-service robot at an HEI library in Africa, this being in keeping with the UP’s innovation culture."]
["An Investigation of the Relationship between Academic Numeracy of University Students in South Africa and Their Mathematical and Language Ability",2020,"https://doi.org/10.1007/s11858-019-01063-7","Prince, R., & Frith, V.","ZDM: The International Journal on Mathematics Education","In South Africa many school-leavers are underprepared for higher education, especially in academic literacies, including numeracy. It is important for higher education to identify the students most vulnerable to failure in coping with the numeracy demands of the curriculum, so that resources available for interventions can be most fairly used. To this end, we seek to answer the question: ‘What is the relationship between students’ academic numeracy and their mathematical and language competence.’ We investigate the relationship between students’ academic numeracy scores (on a test reflecting the expectations of higher education) and their writing of four school-leaving examinations that reflect most directly mathematical competence and language ability. In a sample of 7464 students, only 13% had numeracy test scores that were classified as proficient, almost all of whom had studied Mathematics and English Home Language. Almost 90% of those who took Mathematical Literacy and English First Additional Language achieved scores in the lowest category. Comparing the test score distributions of groups of students defined in terms of the mathematics and language school subject combinations, reveals that mathematics competence and language ability are equally related to students’ academic numeracy. The results indicate the need for curriculum reforms in schools and in higher education. Ideally, development of students’ academic numeracy should be infused in the teaching of the disciplinary discourses. The effectiveness of interventions intended to improve academic numeracy will be enhanced if they focus not only on quantitative competence but also on language development."]
["Social Action Learning: Applicability to Comrades in Adversity in Nigeria",2020,"https://doi.org/10.1080/14767333.2020.1712848","Ogun, A., Braggs, R., & Gold, J.","Action Learning: Research and Practice","The paper considers the learning of former abductees in Nigeria who enrolled on the New Foundation School University Preparatory (NFSUP) programme at the American University of Nigeria (AUN). The research question is: Can action learning enable a holistic evaluation of the student learning experiences of former terrorist abductees on a university preparatory programme at the AUN? The methodology employed is based on the praxeology of action learning, combined with grounded theory. Literature relating to abduction, stigmatisation and exclusion are considered along with coverage of the Boko Haram abduction of Chibok school girls in Nigeria. Findings show action learning enables student engagement, promotes confidence, encourages social and emotional learning and provides a forum for feedback from NFSUP students. This paper could also be relevant for preparatory and transformational courses in a wider community that includes refugees, internally displaced persons, child soldiers, teenage victims of trafficking and sexual grooming. Action learning probably enables a more holistic evaluation of student learning than Course Experience Questionnaires. A hybrid of both approaches should be considered by educational institutions as an assessment tool."]
["Capacity Building in Small Business Management for New Literates through Action Research",2019,"https://doi.org/10.1080/2331186X.2019.1643443","Arko-Achemfuor, A.","Cogent Education","This article reports on a community engagement project by the University of South Africa’s Department of Adult Basic Education to address the challenges faced by new literates in establishing and managing projects and small businesses. The main objective of the article was to assess how capacity and training workshops have been used as tools to empower individuals and groups who have just completed basic education to start and run successful business. In assessing the impact of the Kha Ri Gude Mass Literacy Campaign (KMLC) on the lives of graduates, it came to the attention of the Department that the graduates have taken initiatives to start SMMEs and other projects in their communities but the lack of business and project management skills was causing failures in a number of the initiatives. The qualitative method of enquiry using multiple case studies was applied in the article. The main instruments applied for data collection were individual and focus group interviews and observations. The initial data collection in three provinces in 2013 served as the baseline where the requests were made and the need analysis conducted. The finding indicates that the interventions have now helped the graduates to start and run SMMEs effectively, access markets for their products, form networks, register individual businesses and cooperatives and writing funding proposals among other skills. The articles recommend for the initiative to be rolled out in all the other provinces as it has proven to be successful in the areas it has been piloted."]
["Experiences in a Tutoring Programme for BEd Foundation Phase isiXhosa First-Language Students",2020,"https://doi.org/10.4102/rw.v11i1.259","Carnow, A. J., Steenkamp, A., & Ekron, C.","Reading & Writing: Journal of the Reading Association of South Africa","Background: IsiXhosa students enrolled for the BEd Foundation Phase qualification at a university in South Africa failed their first year in identified at-risk subjects, namely Mathematics in Education, Language in Education and Computer Literacy. The students stated the reasons for failure as not understanding the concepts and terms of the subjects presented to them in English. Objectives: A tutoring programme was initiated in the home language of the students with the aim of improving their understanding and chances at success. Method: Semi-structured interviews and reflective journals within a qualitative case study were used to understand how the tutees and tutors as key role players, the programme coordinator, lecturers in the three subjects and the tutor trainer experienced the tutoring programme. The study was framed within social constructivist theory and an interpretative paradigm employed for analysis of data. Results: The findings suggested that tutoring in their home language grants isiXhosa students an improved understanding of the concepts and terms of the course material, which they had difficulty understanding. Conclusion: Tutoring in the home language should become a mandatory practice for students whose home language is not the language of learning and teaching in the institution. The study contributes to knowledge on how tutoring in the home language provides isiXhosa students access to the curriculum by assisting them in minimising their struggles with English as the language of learning and teaching. Keywords: tutoring; tutors; tutees; higher education; language of learning and teaching; under-preparedness"]
["Examining First-Year Students’ Experience of Being Tutored: A South African Case Study",2020,"https://www.iier.org.au/iier30/maphalala.pdf","Maphalala, M. C., & Mpofu, N.","Issues in Educational Research","The inclusion of tutoring as an instructional support strategy in higher education resulted from an awareness that students lack both the metacognitive and self-regulatory practices required to complete their academic programs successfully. In addition, graduation-based funding systems have resulted in higher education institutions using tutoring as a selfserving strategy to augment learning and improve completion rates to ensure funding. Notwithstanding the theoretical and conceptual lens provided by studies reported in the current literature, there would appear to be a glaring gap in understanding of the sociocultural nuances that shape tutoring. To address this gap, the present study followed an intrinsic case study design to understand how sociocultural distinctions at a university in South Africa intersect to shape the tutoring experiences of 11 first-year students. The participants were purposefully selected, and data were collected using a focus group discussion. Data were analysed using an inductive thematic framework and, from this analysis, five themes emerged: translanguaging as a tutoring strategy, the use of technology to enhance tutoring experience, tutoring as an intersubjective process, the axiological nature of the tutorship program, reflection on the tutorship program. Based on the findings, we recommend that tutoring programs become more multilingual, structured and collaborative."]
["Access to Higher Education in South Africa: Expanding Capabilities in and through an Undergraduate Photovoice Project",2020,"https://doi.org/10.1080/09650792.2019.1612767","Martinez-Vargas, C., Walker, M., & Mkwananzi, F.","Educational Action Research","There is a gap in research on access to universities in South Africa. The research that exists focuses on quantitative methodologies, although some qualitative studies are now emerging. These research methodologies, although necessary and substantial for the development of equity measures and policies, might be less successful in their impact on the local context, on research participants and in expanding what counts as knowledge in the university. In this paper, participatory research, which has not been used to research access, is explored. The paper seeks to go beyond the instrumentalization of research participants – especially those from low-income households – highlighting the potential of using multi-strategy research, in which participatory elements are included as a way to foster both participants’ human development and local impact. Drawing on a research project on access to higher education in South Africa, the paper demonstrates that by including participatory elements (in this case photovoice) has the potential to operationalize Appadurai’s notion of the ‘right to research’ among undergraduates. Using data, including processes, observations, workshops, interviews, and visual narratives from a participatory photovoice project, the findings highlight how methodological plurality creates space for locally and relevant knowledge production, challenging epistemic barriers and fostering human development among the research participants."]
["Kinds of Support Offered by the Disability Unit to Students with Disabilities at Institutions of Higher Learning in South Africa: A Case Study of the University of Venda",2019,"https://doi.org/10.24085/jsaa.v7i2.3825","Mbuvha, T.","Journal of Student Affairs in Africa","More and more tertiary institutions are now focusing on the mainstreaming and inclusion of students with disabilities. Some higher education institutions (HEIs) in South Africa have established so‑called Disability Units (DUs) to offer specialised services to students with disabilities, to facilitate access and integration of these students at their institutions. For many students with disabilities, the DU services are the first point of contact. These units work to facilitate access and ensure participation in the university for students with disabilities. This involves making “reasonable adjustments” and providing support for students with disabilities to ensure full participation and equal opportunities. Students with disabilities who will need support and alternative arrangements range from students with hearing impairments, visual impairments, physical impairments, health impairments (such as chronic illness), learning impairments, or psychiatric disabilities. Although universities, both locally and internationally, may systematise support in slightly different ways, many universities follow similar trends to accommodate and support students with specific disabilities as per their needs. Appropriate support systems in teaching and learning are vital in ensuring equal access for students with disabilities. The commitment of the institution to facilitating support and participation depends on its willingness to change admission, curricular and assessment procedures, as well as physical accessibility of the institution. We have seen from the literature that support for students with disabilities varies from country to country (Lane, 2017; Mantsha, 2016). We followed a qualitative research approach and adopted a case study research design to understand the phenomenon of student support better. We used classroom observations, document analysis and focus group interviews to collect data. Ten students with disabilities participated in the study. The study found that the DU of the university played an important role in supporting their studies. However, the students did not receive adequate additional support from their lecturers such as tutorials and differentiation of the curriculum. Shortage of learning materials specifically adapted for students with disabilities was mentioned as a weakness. The study recommends that lecturers should be trained on how to teach and support students with disabilities as this will enhance the quality of teaching and learning for these students. Other recommendations include that the DU should establish an online interactive portal for its registered students to increase communication between students and the university."]
["Youth Aspirations and Experiences: A Case Study of Alternative Higher Education Programs Offered by an NGO in Malawi",2021,"https://doi.org/10.32674/jcihe.v13i5S.4135","Nkhoma, A. A.","Journal of Comparative and International Higher Education","Globally, nations are still dealing with numerous challenges in higher education that include access, participation, equity and relevance. Despite efforts made to improve access, Malawi still struggles to provide higher education to its growing youth population. Up to 60% of eligible university candidates may not be accepted due to limited infrastructure and facilities, while less than 1% of Malawi's qualified cohort get enrolled in some form of tertiary education. As a result, this study explores alternative higher education programmes offered in Malawi. Efforts are being made to enhance youth access to higher education, and yet there is limited knowledge on whether these alternative higher educational programmes meet the youth's aspirations. The study uses a qualitative case study based on the views of youth from a selected NGO. The study examines the youth's unique experiences of alternative education programmes to determine how these initiatives prepare them to live meaningful lives that they have a reason to value, aspire towards and enhance their wellbeing. The study addresses the need for studies in higher education in Malawi and employs the capabilities approach framework in a country that concentrates on basic education. It envisages contributing to policy formulation, practice and evaluation to meet youth aspirations and aid their capability formation and enhancement. The study also aims to contribute to refining the capabilities approach scholarship within the higher education landscape."]
["Instructors’ and Administrators’ Perspectives on Culturally Responsive Teaching in Rwandan Higher Education",2022,"https://scholarworks.waldenu.edu/dissertations/9637","Rulinda, E., Jones, D., Wattam, D. K., & Thompson, R. B.","Research in Higher Education Journal","In Rwanda, the number of culturally minority students in higher education institutions has been increasing in recent years, yet the role of instructors and school administrators in utilizing culturally responsive teaching (CRT) methods for those students remains unclear. The purpose of this qualitative case study was to describe instructors’ and school administrators’ views of their roles in utilizing CRT methods. The conceptual framework for this study included CRT best teaching practices and approaches; institutional, personal, and instructional dimensions of CRT; and components of the preparation for and practice of CRT. The study was conducted at a university with three campuses located in Rwanda’s Southern, Eastern, and Kigali provinces. Participants included five instructors and seven administrators selected through purposive sampling. Face-to-face interviews and documents were used as data sources. Data analysis was performed using coding, categorization, and themes. The findings revealed that instructors viewed administrative assistance; classroom climate; the determination of curriculum strengths and weaknesses; and changes in school leadership, policy, and administrative practices as key factors in using CRT methods. Administrators viewed training and professional development; changes in school leadership, policy, and administrative practices; conflict prevention; a healthy learning and living environment; and changes in instructional programs and strategies as best practices. A study to describe minority students’ views of instructors’ and administrators’ roles in conducting CRT was recommended. This study may result in positive social change by increasing instructors’ and administrators’ knowledge of strategies to better meet minority students’ needs."]
["Measuring the Impact of an International Service-Learning Project through Community Assessment in Rwanda",2020,"https://doi.org/10.3998/mjcsloa.3239521.0026.110","Spear, A., & Chapman, N.","Michigan Journal of Community Service Learning","In 2015, a university from Hong Kong led an international service-learning course to Kigali, Rwanda. The focus of the course was to install solar panels in individual households in a community, on the outskirts of Kigali, without access to electricity. The following year, the Hong Kong university partnered with a university in the United States and returned to Rwanda to expand the solar panel project in the same community. The central question of the qualitative impact assessment was, How, if at all, has the installation of solar panels impacted individual households and the community as a whole in the past year? Data methods included semi-structured interviews and observations during visits to the 16 households who had received solar panels in previous iterations of the service-learning project. Findings demonstrating five reoccurring themes emerged: project implementation, economic savings, improvement of study environment for childhood, women’s empowerment, and improved quality of life. A strategic government development plan, a sustained relationship between a university and a local organization, and the type of service project are highlighted as important factors. The importance of local participation in the design and implementation of the solar home systems (SHS) project is emphasized, and an unexpected impact on gender dynamics related to project design is explored."]
["Learning Communities for Teaching Practice School Placements: A Higher Education Initiative to Promote Equity for Students with Disabilities",2019,"https://doi.org/10.24085/jsaa.v7i2.3823","Subrayen, R., & Suknunan, S.","Journal of Student Affairs in Africa","In South Africa, scholarship on the teaching practice learning experiences for students with disabilities is a relatively new area of sociological inquiry. Social justice arrangements in the South African Higher Education policy frameworks identify the equity imperative as being of critical importance for social redress and transformation for all students. This qualitative study drew on the teaching practice school placement experiences of five Bachelor of Education students with either visual or physical disabilities and who were part of a teaching practice learning community. The findings of this study suggest that, for students with visual and physical disabilities, learning communities were perceived to be a structure that enhanced equity arrangements for human development and well-being in teaching practice school placements. In addition, and in alignment with equity arrangements, the need for a social justice reform agenda for teaching practice school placements emerged from the data. The study concludes that learning communities as a context-specific institutional structure support freedom, agency, dialogue and participation, and respect for disability required for capability expansion for human development and well-being in the teaching practice school placements of students with visual and physical disabilities. These were found to enhance equity arrangements for students with visual disabilities and physical disabilities."]
["Participatory Parity through Teaching with Telegram",2022,"https://doi.org/10.18820/2519593X/pie.v40.i1.6","Swartz, B. C., Valentine, L. Z., & Jaftha, D. V.","Perspectives in Education","The COVID19 pandemic thrust emergency remote teaching (ERT) into the global spotlight and thereby undeniably changed aspects of the higher education (HE) landscape. For a developing country such as South Africa (SA), the use of the mobile instant messaging (MIM) application (app) called Telegram represents a practicable solution to overcome historical socio-economic challenges faced by certain demographic groups of limited or restricted access to devices and data. Against this backdrop, a Telegram teaching intervention was developed by two lecturers in the Engineering Faculty at a University of Technology (UoT) in SA to deliver curriculum content and engage with students in a low-tech, low-cost/low-data usage manner, and consequently to widen access to education, promote inclusivity and thereby facilitate student access, retention and success. This study explored student perceptions of the MIM app being used as a primary vehicle to deliver succinct instructional materials and facilitate class activities to offset the lack of faceto-face classes in a multimodal and flexible curriculum delivery approach. Following the completion of the Telegram teaching intervention, a mixed method approach was used that included two online surveys measuring different aspects of the same project (n=34 and n=32) and a focus group interview (n=6). Three research lenses suggested by Fraser (2008) were used to evaluate student perceptions of the usefulness and (dis)advantages of Telegram. These lenses were: (1) redistribution (of resources), (2) recognition (related to social status) and (3) representation (who can act/say/ challenge in an academic environment). Ethical clearance was obtained from Cape Peninsula University of Technology’s Ethics committee. Initial results indicate that using the Telegram app for teaching and learning was successful. Significantly, the app allows for the emergence of a socially just online classroom environment and an inclusive and enabling learning experience for the students during a very disruptive and fearful time in the world’s history."]
["Teaching and Learning in a South African University: Are Peer Facilitators’ Strategies Succeeding? Journal of Academic Ethics, 20(1), 3–22",2022,"https://link.springer.com/article/10.1007/s10805-020-09361-6","Tanga, M., & Luggya, S.","Journal of Academic Ethics","The aim of this paper is to examine the strategies used by peer facilitators in improving students’ academic performance in a previously disadvantaged university in South Africa. It also assesses whether peer facilitators are succeeding in this quest. This paper stems from a larger study on the implementation of peer academic support programmes, which used the qualitative research approach and a sample of 31 participants made up of peer facilitators, students and programme coordinators. The study made use of in-depth interviews and focus group discussions as well as documentary analyses as methods of data collection. Data was analysed thematically using the main and sub themes that emerged from the data coding. The results indicate that peer facilitators use different strategies to engage students in an interactive manner in order to improve their academic performance. Some of these strategies include ethically acceptable discussions, questioning, and answering and redirecting questioning. The findings further show that these strategies are succeeding in improving students’ academic performance to an extent. This is through improved pass rates and skill proficiency in various areas of academic learning. However, the participants reported that the strategies are not satisfactorily yielding the desired results because of certain impediments, which include the behaviour of some facilitators, poor relations between the Teaching and Learning Centre (TLC) and various departments, and less individual attention paid to students by the peer facilitators, some of which raise ethical concerns. Consequently, these hinder satisfactory achievement of students’ academic overall performance at the university. Among other recommendations, the Teaching and Learning Centre should forge better relations with departments to attract needy students for academic support, and there is need to ensure better preparation of peer facilitators with necessary acumen to guide students effectively."]
["Factors That Influence Instructors’ Integration of Social Media Platforms into Higher Education Pedagogy in Ghana",2020,"http://dx.doi.org/10.5296/jei.v6i2.17367","Ananga, P.","Journal of Educational Issues","Higher Education (HE) institutions have been exploring new approaches that will enable them to manage with the increasing demand of access to education. One key area is in the usage of new models, new innovations, and new ways of delivering the curriculum, connecting students with their instructors such as the use of Social Media (SM) in teaching. This paper examined the factors that influence instructors’ use of SM in Ghanaian HE pedagogy. The study employed the concurrent triangulation mixed method approach using questionnaire and semi-structured interview guide to obtain data from two hundred and thirty-five (235) instructors who were selected using the multistage sampling technique from the University of Education, Winneba (UEW) and the Ghana Technology University College (GTUC). The key findings point to the fact that instructors’ professional rank, intrinsic drive, functionality of SM platforms, user friendliness, motivation, ease of use of the SM platforms, access to internet connection and ease of communication in using the platforms were the factors that influenced instructors use of SM for teaching. The study concludes by indicating the implications of the findings for policy on the use of SM for delivering instruction in Ghana and recommends the need for HE authorities to come up with motivational packages that would encourage instructors to integrate SM into the pedagogy of HE in Ghana."]

{"sheet":"9 - Asia","index":52,"n_rows":20,"n_cols":6,"rows_kept":20,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q9: How can HE access, retention, and completion rates be improved for underrepresented populations (e.g., women, indigenous and marginalized populations, and people with disabilities)?\nRegion: Asia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":18},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Assessing Cross Border Partnerships: Increasing the Quality and Relevance of Higher Education in Afghanistan",2018,"https://pdf.usaid.gov/pdf_docs/PA00T1DJ.pdf","Afghanistan Ministry of Education; FHI360","USAID","Assessment of 3 on-going cross-border partnerships between Afghan and U.S. universities. Three research questions: 1) What benefits have partners received? 2) How effective is their communication and how have they addressed the challenges in communication? 3)How have they addressed sustainability challenges, including gender issues and the current security environment?"]
["Role of Distance Education in the Expansion of Female Education Higher Level in Pakistan Review",2010,"https://eric.ed.gov/?id=EJ886459","Malik, Sufiana K.","Turkish Online Journal of Distance Education","The present paper investigated the role of distance education in the expansion of educational facilities for female at higher level of education in Pakistan. The findings of the study report that distance education is playing a vital role in the expansion of female education at higher level as such female who, due to some personal or social compulsions are not able to attend regular institution/university in order to enhance their educational, distance education proves to be a blessing for such females. AIOU is the pioneer in provision of distance education in Pakistan and at present it is playing a significant role in provision of better higher education facilities, especially female are enjoying from these educational facilities as the system of AIOU is flexible enough for female and it provides them equal opportunity to uplift their educational status in spite of the different hurdles in the way of getting higher education without disturbing their family or personal problems. More incentives for female on the part of AIOU for getting higher education may increase the number of female students in AIOU programs of higher education in Pakistan."]
["Echidna Global Scholars Program girls' transitions to work through higher-quality TVET programs in Nepal",2019,"www.brookings.edu/echidna-global-scholars-program.","Paudel, Anil","Brookings Institution","Technical and vocational education and training (TVET) is widely considered an important tool in strengthening the school-to-work transition, reducing poverty, and achieving economic growth. However, significant barriers prevent girls in Nepal from realizing such opportunities. This paper, drawing from field research and desk review, identifies three major factors--education, the labor market, and social norms--underlying why girls are not able to leverage TVET to their advantage. Overall, an underemphasis and underinvestment in TVET by families, schools, government, and the private sector pose the greatest challenge to improving girls' participation in TVET and thus to girls' transitions to work. Based on my study and professional experience working to enhance the right of children to education, this paper provides policy recommendations for government, private sector, and nongovernmental organizations to improve girls' participation in TVET in order to improve their labor market outcomes and life prospects. The recommendations are concentrated in three different areas: improving girls' access\" to TVET programs, enabling their \"completion\" of TVET programs, and facilitating their \"transition\" to work. Increasing investment in TVET--along with creating a gender-transformative approach that enables females to participate more fully in both TVET programs and the labor market--would meaningfully help to realize the promises of education in Nepal."]
["Merit and Needs-Based Scholarship Program (MNBSP) Evaluation Report",2013,"https://www.edu-links.org/sites/default/files/media/file/MNBSP%20Evaluation%20Report.pdf","USAID","USAID","In 2004 the United States Agency for International Development (USAID) and Pakistan's Higher Education Commission (HEC) developed the Merit and Needs-based Scholarship Program (MNBSP). The objectives of MNBSP are: To enable the academically qualified, yet financially needy, Pakistani students to continue university studies in selected private and public universities of Pakistan in the fields of agriculture and business administration. To enhance the institutional capacity of the HEC of the Government of Pakistan and local public and private sector universities in designing and implementing need and merit based scholarship projects. The purpose of this evaluation of MNBSP is to provide USAID/Pakistan with an independent performance-cum-process evaluation to help improve the performance of MNBSP and its contribution to USAID/Pakistan’s development objectives. The scope of the evaluation was defined through twelve specific questions, which are listed in the next section that outlines overall conclusions. The evaluation used a mixed methods approach to collecting and analyzing data. A number of instruments were adopted to gather primary information from stakeholders and MNBSP beneficiaries. Secondary data was captured from program documentation and other relevant sources. All sources are defined in the body of the report."]
["USAID/INDONESIA’S PROGRAM TO EXTEND SCHOLARSHIPS AND TRAINING TO ACHIEVE SUSTAINABLE IMPACTS (PRESTASI)",2021,"https://www.edu-links.org/sites/default/files/media/file/USAIDIndonesia%27s%20Program%20to%20Extend%20Scholarships%20and%20Training%20to%20Achieve%20Sustainable%20Impacts%20%28PRESTASI%29.pdf","USAID","USAID","This case study showcases good practices in scholarship programming by highlighting the work of the Program to Extend Scholarships and Training to Achieve Sustainable Impact (PRESTASI) activity in Indonesia, including recruitment strategies, co-funding, leadership training, and alumni activities."]
["Developing Self-Regulated Learning Skills in University Students Studying in the Open and Distance Learning Environment Using the KWL Method",2020,"http://hdl.handle.net/11599/3261","De Silva, D. V. M.","Journal of Learning for Development","Open and Distance Learning (ODL) is considered an important strategy for increasing educational access. However, students learning in ODL environments face many challenges. Studies have indicated that students with self-regulated learning (SRL) skills are more likely to succeed in ODL environments. Studies have demonstrated that through instructional strategies, tutors can teach and help improve SRL skills. This development of SRL skills may lead to reduced drop-out rates. To examine the suitability of SRL skills development strategies, the researcher of this study utilised a KWL (What I Know, What I Want to Know, What I Learned) method in the ODL environment in Sri Lanka to help develop SRL skills in university students. This study adopted an action research approach, and twenty-four (24) Bachelor of Education students and three (03) educators at the Open University of Sri Lanka were the participants. Zimmerman & Moylan's (2009) self-regulated cycle of learning model was used for the intervention. A Motivated Strategies for Learning Questionnaire (MSLQ,1991) was administered to measure students' SRL skills. Observations, reflections, and focus group discussions were used to collect qualitative data. The study's findings indicated that the KWL method contributed to the improvement of selfregulated learning skills among student participants."]
["Strategy of Using ICT in ODL to Disseminate Higher Education in Tribal Communities: A Case of MP, India",2020,"https://www.emerald.com/insight/2414-6994.htm","Nayak, S. R., Kant, N., & Anjali, K.","Asian Association of Open Universities Journal","Purpose The purpose of this paper is to make an assessment of the challenges in disseminating higher education to the learners in tribal communities, and problems solving capacity of Open and Distance Learning (ODL) by strategically making use of Information and Communication Technology (ICT) taking a case of Madhya Pradesh (MP), which is the most tribal dominated state of India. The paper offers valuable insight in to the usage of ICT as a strategy for the ODL system presenting an account of how it can be utilized effectively to disseminate higher education in tribal communities. Design/methodology/approach Exploratory and descriptive techniques were utilized in this paper adopting the research strategy of case study in terms of the strategic potentialities of ICT in disseminating higher education in tribal communities by ODL using it as a strategy for their empowerment and development. Findings The findings of the paper reveal that dissemination of higher education in tribal areas is a challenging task especially due to their socioeconomic conditions and ethno cultural settings in addition to numerous infrastructural and access related issues. In view of the need of integrating education with the Indigenous perspectives, ICT can be used as an effective strategy by ODL for disseminating higher education amongst learners in those communities by reaching out to them. Practical implications This paper concludes that ICT can help ODL immensely in developing countries such as India strategically in reaching the tribal learners surpassing financial and geographical constraints with a learner centric approach increasing the capacity, quality and cost effectiveness of education system bringing the concept of strategy to center stage, at a time when ICT has fundamentally changed the strategies of different sectors including education with the unprecedented growth in its use. Originality/value This paper concludes that ICT has fundamentally changed the strategies of different sectors including higher education with the unprecedented growth in its use. It also concludes that Indian higher educational sector faced with multitude of challenges is not insulated from the effect of ICT, and its emancipatory and transformative potentials in higher education can play a major substantive role by extending support to meet the increasing higher educational needs of the tribal communities by sufficiently embedding it so that their greater contributions to the Sustainable Development Goals (SDGs) can be ensured."]
["Implementing Blended First Year Chemistry in a Developing Country Using Online Resources",2022,"http://dx.doi.org/10.24059/olj.v26i1.2508","Reyes, C. T., Kyne, S. H., Lawrie, G. A., & Thompson, C. D.","Online Learning","Decades of rapid development in information and communication technologies (ICTs) have resulted in tremendous global evolution in computer and online instruction. Many developing countries, however, are still struggling to successfully integrate ICTs in their teaching and learning practices, subsequently leading to slower rates of adapting digital learning pedagogies. To understand how blended instruction might operate in higher education in a developing country, this study explored students’ perspectives on the implementation of blended learning in a first-year chemistry program delivered in the Philippines. Through the resource-based learning framework, multiple types of online learning resources were employed for blended delivery of topics on periodic trends, chemical bonding, Lewis structures, molecular shape and polarity through the learning management system, Moodle. To understand the students’ experiences, a mixed methods approach was employed through a survey, focus groups, and learning analytics. Despite the scarcity of technological resources (such as access to a reliable internet connection) 57.5% of 447 student respondents favoured blended learning because of the flexibility, wider access to different types of interactive learning resources, variety of learning activities, and perceived increase in learning productivity. While the majority of respondents (75.7%) had ICT skills sufficient for education, much fewer had access to computers (19.7%). 40.0% of students self-reported that they preferred a traditional mode of instruction primarily due to the perceived difficulty of chemistry as subject matter and the students’ perceived need for a physically-present teacher to explain concepts face-to-face and to respond to questions that would arise anytime during the learning period."]
["Area-Based Participatory Action Learning of Social Studies Pre-Service Teachers to Develop Indigenous History Learning Resources for Diversity Students in Northern Thailand",2022,"https://doi.org/10.5539/hes.v12n2p20","Mangkhang, C.","Higher Education Studies","The research aimed to 1) study the needs in developing indigenous history for diversity students in Northern Thailand, 2) develop indigenous history learning resources for diversity students in Northern Thailand through area-based participatory action learning of social studies pre-service teachers, and 3) distill learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand. The methodology of the research was based on Participatory Action Research (PAR). The sample in the research consisted of 1) community leaders, monks, school administrators, folk philosophers, and youth representatives accounting for 22 people; 2) 10 social studies pre-service teachers; 3) 8 indigenous mural painters, making a total of 40 people. The instruments used in the research were 1) unstructured interview forms, 2) forms of synthesizing knowledge to moral creativity, 3) validity assessment forms of indigenous history data, and 4) focus group discussion recording forms. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. Study results revealed that: 1) From the area-based action on the legend of Viang Malika and Phra Nang Malika from history in the educational sandbox of Chiang Mai province, it was found that the community has demand in terms of developing learning resources telling its indigenous history through the temple which is the common area in the community. The demand is to present indigenous history which is part of the historical development of the Lanna Kingdom in terms of business, politics, administration, education, religions, and the environment including women's roles as governesses or kings. This shows feminist concepts appearing on the page of indigenous history and reflects equality in stepping over physical limitations of the body (disability). The frame limiting gender is destroyed through the history of leaders and kings in indigenous history has influenced the development of the history of the historical development of the Thai local society up to the present time. 2) Developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diverse students in Northern Thailand has brought about indigenous history learning resources integrating cooperation between universities, communities, temples, and schools. Indigenous history learning resources have been brought about, which helps promote quality learning management. And 3) From distilling learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand, the important social studies competency of social studies pre-service teachers for 4 aspects were found. This is called the competency of area-based social studies learning or so-called \"VCAP\" consisting of 1) Value Domain, 2) Cognitive Domain 3) Affective Domain and 4) Psychomotor Domain, which helps promote occupational competency of pre-service teachers to be more efficient."]
["Factors Affecting Learners’ Perception of E-Learning during the COVID-19 Pandemic",2022,"https://www.emerald.com/insight/2414-6994.htm","Perera, R. H. A. T., & Abeysekera, N.","Asian Association of Open Universities Journal","Purpose The purpose of this paper is to identify the factors affecting learners' perception of e-learning during the Coronavirus-2019 (Covid-19) pandemic. Furthermore, it investigates mechanisms that enhance students' engagement in e-learning, especially under the constraints created by the pandemic. Design/methodology/approach Quantitative research approach was used, and data were collected using a structured questionnaire. The sample consisted of 163 undergraduates registered at the Faculty of Management Studies of the Open University of Sri Lanka (OUSL). The structured questionnaire was designed taking into consideration learners attached to different regional centers and study centers of the OUSL. Findings As per the findings, performance expectancy, social influence, effort expectancy and service quality are the factors which have significant effects on students' “intention to use” e-learning as a method of pursuing education. Furthermore, it was observed that 65.6% of the students had access to technology through mobile phones, while 53.4% of the students had engaged in e-learning for the first time. This was mainly due to restrictions that were imposed during the Covid-19 pandemic. Practical implications The study will help in formulating policies and introducing procedures in relation to online teaching-learning models to be used by both teachers and learners, especially in similar pandemic situations in the future. Originality/value This study will assist to determine the effectiveness of the e-learning system used by the OUSL. The findings highlighted the importance of improving information technology (IT) facilities available at all the regional and study centers across Sri Lanka."]
["Implementation of Online Learning Program in Migrant Community: Teachers’ Challenges and Suggestions",2022,"http://dx.doi.org/10.17718/tojde.1050351","Lwin, S., Sungtong, E., & Auksornnit, V.","Turkish Online Journal of Distance Education","While several scholarship opportunities are available to Myanmar migrants and refugee students in Thailand, many students face difficulties finding affordable and convenient ways to prepare for university entry requirements. To provide lifelong learning opportunities for these marginalized young adults, flexible online learning programs can play a significant role. This exploratory qualitative case study presents the challenges hindering the implementation of an online learning program in Mae Sot, a Thai town on the border with Myanmar. The study also reports suggestions of the participants in dealing with challenges of online learning for migrant students. Nine administrators and teachers of migrant learning centers (MLCs) in Tak province participated in this study. Semi-structured interviews and document analysis were methods applied. Although the migrant community acknowledges the benefits and opportunities of online learning, MLCs have not yet fully implemented eLearning as a mode of education. There are particular challenges to effectively implement the online learning program in the migrant community. Six challenges are identified: accessibility, support services, attitude, networking, contents, and accreditation, along with solutions proposed by the participants. This study claims that lack of accessibility, attitude and networking in the community are the major barriers among the other challenges in the migrant community. In dealing with challenges, three main recommendations proposed by the participants were: to develop courses for the beginner level, to establish an online learning study center with suitable infrastructure and resources in the migrant community, and to have regular communications with the migrant education providers."]
["Equitable, Quality Education for Ethnic Minority Students? A Case of “Positive Deviance” in Vietnam",2021,"https://doi.org/10.1086/714962","Iyer, P., Rolleston, C., & Huong, V. T. T.","Comparative Education Review","Vietnam has achieved near-universal access to compulsory schooling over the past two decades. However, inequalities between ethnic majority and minority students are stark at post-compulsory levels, where progression is selective based on academic criteria and ability to pay. In this article, we adopt a mixed-methods approach to examine quality and equity for ethnic minority students in upper secondary education. Across five provinces, we find that ethnic minority students attend “less effective” upper secondary schools than ethnic majority students. However, an in-depth case study of an ethnic minority boarding school in Lao Cai province provides an example of positive deviance. Guided by a targeted affirmative action policy, the provincial government invests a relatively high level of resources to provide fee-free, high-quality schooling for gifted ethnic minority students. We consider the extent to which such policies can redress socioeconomic inequalities in Vietnam, and wider lessons for creating more equitable education systems."]
["When Developing Countries Meet Transnational Universities: Searching for Complementarity and Dealing with Dual Embeddedness",2020,"https://doi.org/10.1177/1028315319835536","Guimón, J., & Narula, R.","Journal of Studies in International Education","During the past two decades, a growing number of universities, mainly from developed countries, have established branch campuses in developing countries. From the developing country perspective, attracting foreign universities can help mitigate financial constraints and capacity shortages that impair the state’s ability to provide greater access to higher education, while also improving teaching and research in general. However, foreign universities may also be detrimental if they crowd out their domestic counterparts. We explore different scenarios and policy options for developing countries aiming to attract foreign universities, building upon a review of four case studies from Chile, China, Kazakhstan, and Malaysia. Our analysis illustrates how host countries can provide incentives to align incoming foreign universities to complement and strengthen the areas of weakness in their higher education systems. We also reflect on how policy-makers can deal with the challenges associated with the dual embeddedness of international branch campuses."]
["“This Barrier Between:” The Ethnic Divisions of Higher Education in Malaysia and the United Arab Emirates",2019,"https://link.springer.com/article/10.1007%2Fs10734-018-0307-5","Stephenson, G. K., & Rajendram, S.","Higher Education: The International Journal of Higher Education Research","Malaysia and the United Arab Emirates are home to wealthy minority groups with little or no access to public higher education. These countries share parallel trajectories of economic and educational growth, yet they have starkly different citizenship and educational policies that govern the diverse populations within their borders. The result in higher education has been differentiated systems whose contours are largely shaped by these ethnic divisions. Institutional prestige, student enrolment, and long-term sector stability are the areas most strongly influenced, although outcomes differ between Malaysia and the United Arab Emirates due to differing national policies on citizenship. A comparative, vertical analysis of student interviews, institutional curriculum, and government policies indicates that institutions and governments can mitigate the deleterious divisions in higher education related to ethnicity and citizenship. Government policies which withhold citizenship or higher education from a particular ethnic or class group, will, in the long run, decrease the stability of the education sector and reinforce the ethnic divisions within a country. Conversely, inter-ethnic collaboration within university programs has the potential to improve ethnic relations between groups, while inclusive notions of citizenship solidify the higher education sector."]
["Policies and Practices Governing Disability in Malaysia’s Higher Education: A Comparison with England and Australia",2019,"https://doi.org/10.14425/jice.2019.8.2.85","Tan, C., Abdullah, M. N. L. Y., & Shuib, M.","Journal of International and Comparative Education","Throughout the last decade in Malaysia, participation of students with disabilities in higher education has seen minimal growth. This paper investigates the policies and practices regulating disability in Malaysia’s higher education. Three aspects — legislation, funding, and governance — are analysed. To reveal the gaps in policy and practice, comparison is carried out with the cases of England and Australia. The research involved examining government documents such as disability acts, action plans, and research and statistics reports, combined with interviewing university administrators. It was found that Malaysian legislation requires more supporting details and that disability funding for universities should be considered. For governance, systematic legislation review and specific university monitoring are recommended. Establishing an independent national entity to conciliate grievances is proposed to address the inadequate redress mechanism available for students with disabilities. Overall, the government and universities could ensure that disability information is available in the public domain, especially online. Such practice would enhance disability awareness and knowledge for all. Although this paper mainly takes on the perspective of a developing nation, it attains an international orientation as it also depicts the workings of the developed world in governing disability in higher education."]
["English Medium Higher Education in China: Challenges and ELT Support",2022,"https://doi.org/10.1093/elt/ccab082","Zhou, S., McKinley, J., Rose, H., & Xu, X.","ELT Journal","This mixed-methods study explores the language-related difficulties and ELT support offered in English-medium programmes at eight universities in China. Data included a student questionnaire (n = 394) measuring the difficulties of 45 academic tasks, organized around the four skills of reading, writing, listening, and speaking. Results revealed students faced the largest difficulties with productive skills, especially writing. To explore structural language support for overcoming such challenges, fieldwork interviews with twenty-six senior faculty at eight universities in four cities in China were conducted. These revealed three main types of institutional support: concurrent language support from English language teachers offered alongside English medium programmes; preparatory programmes taken before students enrolled in English medium courses, which were prevalent in language-specialist universities; and self-access learning and writing centres, which were found at two transnational universities. When structural support was lacking, content teachers reported making grassroots efforts to help students understand content via use of the students’ multilingual repertoires in explanations, interactions, and materials."]
["“‘Every Little Thing That Could Possibly Be Provided Helps’”: Analysis of Online First-Year Chemistry Resources Using the Universal Design for Learning Framework",2022,"https://doi.org/10.1039/D1RP00171J","Reyes, C. T., Lawrie, G. A., Thompson, C. D., & Kyne, S. H.","Chemistry Education Research and Practice","Rapid advancements in information and communication technologies (ICTs) have afforded numerous variations to traditional chemistry curricula where pedagogical strategies that have been employed have assumed “one-size-fits-all”. The translation of print-based instructional resources into multimodal online and digital forms enables greater accessibility, flexibility, and usability to support students in their understanding of complex chemistry concepts. To ideally offer an online learning environment that is accessible by all students to the greatest extent possible, this study employed the principles of the Universal Design for Learning (UDL) framework to analyse the design of online instructional resources for topics in first-year chemistry courses. Through application of UDL principles, students were provided with multiple means of representation of concepts, options for action and expression, and various avenues for engagement within the learning management system (LMS). This paper describes how the UDL framework was used to evaluate three separate independent Cases of tertiary first-year chemistry courses, including one university in the Philippines and two universities in Australia. Evaluation through surveys, focus groups, and individual interviews revealed students’ perceptions of the usefulness of the UDL-based features. Students cited benefit from multiple forms of content delivery, animations, interactive simulations, and video recordings because they facilitated processing of information, provided alternative ways of presenting the information, allowed for varying methods for response, navigation, and flexibility, and allowed for self-evaluation of their progress. These results suggest that applying the principles of the UDL framework in instructional design of an online environment in first-year chemistry courses can support and further enhance students’ learning irrespective of their individual contexts."]
["Emerging Destination Mobility: Exploring African and Asian International Students’ Push-Pull Factors and Motivations to Study in China",2020,"https://doi.org/10.1108/IJEM-02-2019-0041","Gbollie, C., & Gong, S.","International Journal of Educational Management","Purpose The purpose of this paper is to explore the push-pull factors and motivations of African and Asian international students in Chinese universities. Design/methodology/approach Concurrent mixed methods (qualitative and quantitative) design was used. The quantitative component included 537 Africans and Asians from five notable universities, while the qualitative aspect consisted of 30 participants in Wuhan and few other cities in China. Findings Findings revealed availability of scholarship opportunities, China’s flexibility (visa and program entry) and perception of better education quality as important push-pull factors. It also discovered several new pull factors, including citizens’ attitude and good report, development potential and hospitality and receptiveness, while career development and entertainment were found to be the most and least significant motivational factors, respectively. The study also found a significant relationship between push-pull factors and study abroad motivation (SAM) as well as cross-cultural differences between African and Asian students. Research limitations/implications Most of the participants were drawn from Wuhan city. Hence, the findings cannot be outrightly generalized to other contexts. Practical implications This research provides valuable knowledge for policy makers, higher education institutions, international students and other stakeholders in China to inform better student experience. Originality/value There was no study found that combines push-pull factors and SAM or comparatively investigates African and international students in China. Knowledge about sojourners push-pull factors and motivations, their relationship and cross-cultural differences is essential for evidence-based interventions."]

{"sheet":"9 - E&E","index":53,"n_rows":6,"n_cols":6,"rows_kept":6,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q9: How can HE access, retention, and completion rates be improved for underrepresented populations (e.g., women, indigenous and marginalized populations, and people with disabilities)?\nRegion: Europe and Eurasia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":4},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Addressing Inequality in Vocational Technical Education by Eliminating Gender Bias",2018,"https://www.researchgate.net/publication/329847171_Addressing_Inequality_in_Vocational_Technical_Education_by_Eliminating_Gender_Bias","GANEA, Eugenia; BODRUG-LUNGU, Valentina","Revista Romaneasca pentru Educatie Multidimensionala","The present publication is dedicated to the subject of gender-related inequalities in vocational/technical education and how these are influenced by social norms and gender bias. The research problem is determined by the need to develop a theoretical and methodological support for the teaching staff and for other actors responsible for policies on vocational/technical education. The objectives of the research are to discuss the role played by vocational schools as ``fuels{\\{}''{\\}} for the labor market, develop gender-sensitive competences of teachers in secondary vocational/technical education, eliminate gender bias in the education and teaching process, create a gender-sensitive environment in vocational/technical schools. This opportunity is directly related to the reform of the vocational education system and national policies on gender equality in Moldova. Results: it was confirmed that teachers in vocational/technical schools are important actors capable to educate or to influence the education process by adopting gender-sensitive practices and methodological approaches aimed at reducing inequalities and challenges faced by girls in various circumstances in vocational/technical schools. The teaching methods and practices should be based on gender theories, while school policies should promote equal opportunities for girls and boys, and eliminate gender bias in the teaching and education process. Analysis of macro-systemic elements (curriculum, didactic materials, textbooks), as well as microsystem analysis at the level of the training units (pupils` and students' opinions, teachers' opinions) is an important step for understanding gender disparities and reasons that perpetuate gender inequalities in education, and later-at work and in society at large."]
["Study of the Higher Education Minority Quota System Policy in Georgia, 2010-2019",2020,"https://files.eric.ed.gov/fulltext/ED605637.pdf","Tabatadze, S., Gorgadze, N., & Gabunia, K.","USAID","This document is a report on the research which was designed to evaluate the affirmative action policy for ethnic minorities in Georgia. The mixed research methods were utilized in the study. Specifically, the following research methods were used: (1) Survey of 12th graders in non-Georgian schools; (2) Survey of the students in the One-Year Georgian Language Program; (3) Focus group discussions with BA program students enrolled through the quota system in Georgia HEI [higher educational institutions]; (4) focus group discussions with graduates of the 1+4 program; (5) In-depth interviews with lecturers and heads of Georgia HEI programs; and (6) Desk research. Each research method explored specific topics. The research had important finding, which are discussed in different chapters of the report. The first chapter of the document reviews the ongoing affirmative action policy in Georgia's higher education admission system from 2005 to the present. The second chapter describes the research methodology, and the third chapter presents the development and elaboration of the One-Year Georgian Language Program from its first accreditation to the present. The program elaboration process is described for each of the higher educational institutions (HEI) of Georgia that implement the program. The fourth chapter overviews the process of ethnic minorities' enrollment in Georgia's HEI in 2010-2019, the students' grants distribution by ethnic groups based on their General Skills exam results, the dropout rates in university undergraduate studies, and ethnic minority students' choice of programs. The fifth chapter presents 12th graders' level of preparation for enrollment in Georgia's HEI, and also presents the patterns in post-school plans of graduates of non-Georgian schools. It overviews as well the process of university entrants' recruitment and the local population's level of awareness of the affirmative action policy. The sixth chapter describes the planning, implementation processes, and instructional practices in the One Year Georgian Language Program and their effectiveness in providing students with a proper learning environment. This chapter presents the results for each HEI involved in the study and makes comparisons as well with studies conducted in 2013 and 2016. The seventh chapter focuses on ethnic minority students' challenges and problems in undergraduate study programs. The eighth chapter addresses university graduates' challenges in finding employment and integrating into society, while the final chapter offers recommendations to improve the affirmative action policy's effectiveness. [This research was conducted in the framework of the Promotion of Integration, Tolerance and Awareness (PITA) Program funded by the United States Agency for International Development (USAID) and implemented by the United Nations Association of Georgia (UNAG).]"]
["Policy Analysis for Mapping the Discourse of Inclusion in Higher Education System in Kosovo",2021,"http://www.jceps.com/archives/11364","Zabeli, N., & Kaçaniku, F.","Journal for Critical Education Policy Studies","Inclusive higher education policy has been central to global educational debates for many years. National and international higher education institutions face challenges related to providing equal access and guaranteeing active participation of all students in higher education. Although greater efforts have been dedicated to the issue of inclusion in pre-university education, issues related to inclusion in higher education remain in the margins. The main purpose of this study is to examine the broad discourses of inclusion in Kosovo’s higher education policies. This is a discourse study that uses lexicometric analysis as a quantitative heuristic methodology and discourse analysis as a qualitative hermeneutic method. More than thirty national and institutional policy documents were analysed to uncover the meaning of inclusion discourse in Kosovo’s higher education system as represented in policy documents. Findings indicate that inclusive policies can contribute towards improved outcomes for the inclusion of students with disabilities in higher education. The study concludes that there is a need to develop realistic, effective, and clear inclusive higher education policy that is supported by strategic and plan-based documents that can better ensure the enforcement of legally binding provisions for an inclusive higher education system."]
["Towards the Inclusion of Students with Special Needs in Higher Education: Challenges and Prospects in Kosovo",2021,"https://doi.org/10.1080/2331186X.2020.1859438","Zabeli, N., Kaçaniku, F., & Koliqi, D.","Cogent Education","Students with special needs experience various barriers to higher education inclusion that are highly diverse. However, studies examining the challenges of students with special needs in higher education are scattered and fail to address context-based problems. The purpose of this study, thus, was to investigate the challenges and prospects that students’ with special needs experience in Kosovo’s higher education. The study used an analytical framework for understanding inclusive higher education as a (i) policy problem, (ii) management problem, and (iii) teaching and learning problem. The study conducted 10 interviews with institutional management and academic staff, 2 in-depth interviews with students with special needs within higher education, and analysed numerous policy and programing documents at the national and institutional level. The goal of ensuring the full inclusion of students with special needs in higher education requires a multifaceted and long-term approach. This study contributes to the lack of literature by showing that values behind an inclusive higher education and formal efforts towards an inclusive higher education interact as push and pull factors that hinder the inclusive transformations in higher education. Hence, findings recommend strong collaborative efforts between policy, institutional management, and teaching and learning variables, coupled with positive values and attitudes cultivation, to ensure the successful inclusion of students with special needs towards an inclusive higher education environment."]

{"sheet":"9 - LAC","index":54,"n_rows":14,"n_cols":6,"rows_kept":14,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q9: How can HE access, retention, and completion rates be improved for underrepresented populations (e.g., women, indigenous and marginalized populations, and people with disabilities)?\nRegion: Latin America and the Caribbean",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":12},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Removing barriers to higher education in Chile: evaluation of peer effects and scholarships for test preparation | 3ie",2016,"https://www.3ieimpact.org/evidence-hub/publications/impact-evaluations/removing-barriers-higher-education-chile-evaluation","Banerjee, Abhijit; Duflo, Esther; Gallego, Francisco","International Initiative for Impact Evaluation (3ie)","This study by Banerjee, Duflo and Gallego evaluated the impact of providing scholarships to secondary school students from low- and middle-income households to help them attend high-quality training institutions to prepare for standardized entrance tests for college admission in Chile. The impact assessment was conducted over two years. In the first year, they found non-significant impact on the test scores and higher education entry. However, in the second year, there was significant impact recorded among students from low-performing schools. There were several school days lost due to student protests during this year. The study showed that the scholarships helped students use the training to substitute for preparation in school. It also found that the opportunities that high school students received affected their attitudes and opinions on increasing or decreasing public expenditure to subsidised higher education in Chile."]
["Can student loans improve accessibility to higher education and student performance?: An impact study of the case of SOFES, Mexico",2004,"https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-3425","Canton, Erik; Blom, Andreas","The World Bank","Financial aid to students in tertiary education can contribute to human capital accumulation through two channels: increased enrollment and improved student performance. We analyze the quantitative importance of both channels in the context of a student loan program (SOFES) implemented at private universities in Mexico. With regard to the first channel, enrollment, results from the Mexican household survey indicate that financial support has a strong positive effect on university enrollment. Given completion of upper secondary education, the probability of entering higher education rises 24 percent. Two data sources are used to investigate the second channel, student performance. Administrative data provided by SOFES are analyzed using a regression-discontinuity design, and survey data enable us to perform a similar analysis using a different control group. Empirical results suggest that SOFES recipients show better academic performance than students without a credit from SOFES. However, the results cannot be interpreted as a purely causal impact of the student loan program, since the impacts also could reflect (self-) selection of students."]
["The redistributive equity of affirmative action: Exploring the role of race, socioeconomic status, and gender in college admissions",2012,"http://dx.doi.org/10.1016/j.econedurev.2011.08.005","Francis, Andrew M.; Tannuri-Pianto, Maria","Economics of Education Review","This paper contributes to research on affirmative action by examining issues of equity in the context of racial quotas in Brazil. We study the experience of the University of Brasilia, which established racial quotas in 2004 reserving 20{\\%} of available admissions slots for students who self-identified as black. Based on university admissions data and a student survey conducted by the authors, we find evidence that race, socioeconomic status, and gender were considerable barriers to college attendance and achievement. For example, first-difference regressions involving pairs of siblings indicate that black identity and gender had a negative effect on entrance exam scores. Moreover, we compare displaced and displacing applicants and find that racial quotas helped promote equity to some extent. Nevertheless, the scale and scope of redistribution were highly limited, and the vast majority of Brazilians had little chance of attending college, suggesting that more still needs to be done. {\\textcopyright} 2011 Elsevier Ltd."]
["Assessing the impact of a student loan program on time-to-degree: The Case of a program in Peru",2014,"http://files.pucp.edu.pe/departamento/economia/DDD375.pdf","García, Luis","Pontificia Universidad Católica del Perú","This paper evaluates the impact of a student loan program on time-to-degree for undergraduate students at a large university in Peru. The loans have been provided to low-income students who display satisfactory academic performance. The decision whether to apply for a loan depends on each student; therefore, simple regression analysis may fail to estimate the impact due to the problem of endogenous regresor. In this study, an instrumental variable approach is employed, and it is found that students with loans obtain their degrees more rapidly than similar students without loans."]
["Equity, Quality, and Variety of Higher Education",2017,"https://openknowledge.worldbank.org/handle/10986/26489","Haimovich Paz, Francisco","At a Crossroads: Higher Education in Latin America and the Caribbean","This chapter presents indicators of higher education quality, variety, and equity in the region and in individual countries. Access to higher education in Latin America and the Caribbean is, on average, four times more unequal than access to secondary education. Despite this tremendous inequality, there has been remarkable progress in the region in terms of expanding access to higher education to disadvantaged groups. In particular, we estimate that today, in comparison to 15 years ago, an additional 3 million young people belonging to the poorest 50 percent of the popu- lation have accessed higher education. The picture is less encouraging in terms of the quality of higher education. While measuring quality is extremely challenging, several indicators (including international academic rankings, per-student spending, and completion rates) suggest that the average quality in the region is moderate at best. On the other hand, the expansion in access to higher education was accom- panied by an increase in variety. In 15 years, the higher education landscape in the region has become much more diversified. Many countries have seen the enroll- ment in short-cycle programs double and, in some cases, triple. In Brazil and Colombia more than 15 percent of the students are enrolled in distance learning programs. However, in many countries of the region, graduates are concentrated in relatively few fields of study, with little variety relative to developed nations."]
["The fast track to new skills: short-cycle higher education programs in Latin America and the Caribbean.",2021,"http://hdl.handle.net/10986/35598","Ferreyra, M. M., Díaz, L. D., Urzúa, S., & Bassi, M.","The World Bank","Higher education in Latin America and the Caribbean (LAC) has expanded dramatically in the new millennium, yet enrollment in short-cycle programs (SCPs) is still relatively low. Shorter and more practical than bachelor’s programs, SCPs can form skilled human capital fast. The economic crisis created by the COVID-19 pandemic has accentuated underlying trends, such as automation, the use of electronic platforms, and the need for lifelong learning. Addressing these demands requires the urgent upskilling and reskilling of the population—a task for which SCPs are uniquely suited. The Fast Track to New Skills: Short-Cycle Higher Education Programs in Latin America and the Caribbean explores the labor market outcomes and returns of SCPs, examines their providers, and identifies the practices adopted by the best programs. Relying on unique data that includes a novel survey of SCP directors in five LAC countries, it finds that while SCPs generate, on average, good labor market outcomes, they vary greatly in quality. SCP providers respond quickly and flexibly to local economy needs; and specific practices related to faculty, job search assistance, and interaction with prospective employers are distinctive of the best programs. Drawing on these findings, The Fast Track to New Skills discusses how to create an environment where good programs are offered and students have the interest and means to attend them. It draws attention to a higher education sector that has been typically overlooked, both in research and policy. The Fast Track to New Skills will be of interest to policy makers, researchers, and the public at large."]
["A MOOC on Universal Design for Learning Designed Based on the UDL Paradigm",2019,"https://doi.org/10.14742/ajet.5532","Nieves, L. H., Moya, E. C., & Soldado, R. M.","Australasian Journal of Educational Technology","This article presents the design and pilot of an open online course, based on the principle of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive virtual education as an improvement transferable to other contexts. The course constitutes the first massive open online course (MOOC) training proposal of the University of Atlántico in Colombia. In this case study, we employed the instructional design methodology of analysis, design, development, implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines. The design of this online training activity enhances the quality of inclusive virtual education, improves accessibility with no need for platform adjustments, and involves participants in their learning. This educational initiative complements the academic offer for students, graduates, administrators, teachers, and external guests, and contributes to the democratisation of education. The result is the creation of a MOOC, “Inclusive Educational Contexts: Design for all”, which is accessible to a diverse range of learners."]
["Grounding Participatory Action Research in Rural Colombia: A Demonstration Study on Youth Financial Inclusion",2019,"https://doi.org/10.1080/02601370.2019.1579262","de Jong, G., Fajardo Rojas, M. A., & Almeyda, G.","International Journal of Lifelong Education","Since the new millennium, the issue of financial inclusion of young people has increasingly gained recognition, especially in relation to those living in deprived circumstances. Financial inclusion can be promoted through education that specifically aims for the strengthening of young persons’ financial capabilities. In 2013, a participatory action research project was started in a rural region of Colombia to improve the research capacity of a local university through the development and implementation of a demonstration project on the financial inclusion of young people. University teachers, students and employees of a financial cooperative were trained in conducting qualitative methods with a specific aim of being responsive to the life stories of their interviewees. This paper shares the experiences from an international team of educational scholars who aim for the democratisation of research capacity and the dissemination of localised knowledge. This is done by working closely together with stakeholders and ultimately giving a voice to youth employed in the informal economy as they are usually the ones being most deprived from access to financial services."]
["When Developing Countries Meet Transnational Universities: Searching for Complementarity and Dealing with Dual Embeddedness",2020,"https://doi.org/10.1177/1028315319835536","Guimón, J., & Narula, R.","Journal of Studies in International Education","During the past two decades, a growing number of universities, mainly from developed countries, have established branch campuses in developing countries. From the developing country perspective, attracting foreign universities can help mitigate financial constraints and capacity shortages that impair the state’s ability to provide greater access to higher education, while also improving teaching and research in general. However, foreign universities may also be detrimental if they crowd out their domestic counterparts. We explore different scenarios and policy options for developing countries aiming to attract foreign universities, building upon a review of four case studies from Chile, China, Kazakhstan, and Malaysia. Our analysis illustrates how host countries can provide incentives to align incoming foreign universities to complement and strengthen the areas of weakness in their higher education systems. We also reflect on how policy-makers can deal with the challenges associated with the dual embeddedness of international branch campuses."]
["“Witch Doctors” or Professionals? The Graduates of Mexico’s First Intercultural University and the Struggle for Legitimacy",2021,"https://doi.org/10.14507/epaa.29.6384","Lloyd, M.","Education Policy Analysis Archives","Since 2003, the Mexican government has opened 11 intercultural universities serving a total of 15,000 students, a majority of whom are members of Mexico´s Indigenous minority. While there is a growing body of work analyzing the intercultural model from public policy and theoretical perspectives, few studies focus on the experiences of the students and graduates of these institutions. In this article, I share the findings of one such study of the Intercultural University of Mexico State, the pioneer of the intercultural universities. Through interviews with graduates, students, and deans of three undergraduate intercultural programs, I seek to answer a central question, which is rooted in critical and decolonial theory: To what degree does the intercultural model achieve its stated mission of empowering Indigenous students and to what degree does it contribute to the reproduction of inequality? In general, the findings are mixed. While many students share experiences of discrimination in the workplace, and even being derided as “witch-doctors,” they argue that attending an institution with a critical mass of Indigenous students has empowered them personally and professionally, transformed their cultural identities, and given them a new appreciation for their Indigenous roots."]
["Evaluation of an English Language Peer Tutoring Intervention",2020,"https://doi.org/10.1108/IJEM-04-2019-0129","Mackenzie, L.","International Journal of Educational Management","Purpose Desertion rates in Colombian universities remain unacceptably high. In the field of foreign languages, academic failure is particularly concerning since English language instruction is compulsory in most universities. To address the issue of poor student performance and high dropout rates, the University of Colombia has set up a peer tutoring scheme (PTS) for English as a foreign language (EFL) students in order to inform programme development. The paper aims to discuss this issue. Design/methodology/approach The study was informed by realist evaluation principles. Qualitative in-depth interviews were conducted with eight PTS stakeholders supplemented by documentary analysis of the programme’s publicity material on the PTS website. The data were analysed using thematic analysis. Findings Findings reveal discrepancies between the “espoused theory” about how the programme operates and the “theory-in-use”. In particular, according to stakeholders, the programme does not appear to be used by many of those EFL students who would benefit from it, which suggests that the programme is not as effective as it could be. Student and teacher contextual factors and mechanisms may explain the reasons for issues with programme effectiveness. Research limitations/implications Formative evaluations such as the current study can provide rich contextual information, but cannot be generalised to other settings. Also, this study does not explore the perspective of peer tutors and tutees, which means key variables may have been overlooked. Further research into the perspectives of tutors and tutees would therefore be needed to firm up these conclusions. Practical implications Due to the scarcity of literature into EFL peer tutoring interventions in higher education (HE), it is hoped that these findings will have relevance for similar contexts. The current evaluation highlights the influence of contextual factors such as willingness to ask for help, student motivation, student priorities, tutor credibility, teacher workload, timetabling and scheduling issues and involvement from teachers on the success of open-access peer tutoring programmes for EFL students in higher educational settings. Originality/value As far the researcher is aware, this is the first evaluation of an EFL peer tutoring programme in a private HE context in Colombia, and one of only a handful of studies into EFL peer tutoring programmes. The findings therefore have implications for those working in similar contexts."]
["A Socially-Critical Curriculum for PETE: Students’ Perspectives on the Approaches to Social-Justice Education of One Brazilian Programme",2021,"https://doi.org/10.1080/13573322.2020.1839744","Neto, L. S., Venâncio, L., Silva, E. V. M. e, & Ovens, A. P.","Sport, Education and Society","Brazil is the largest and most influential country in South America with a population of about 211 million. The reality is a country with a wide gap between rich and poor. Many of its issues of (in)equity are related to a complex mix of factors, such as its large population, ethnic and cultural diversity, class and income disparity, late slavery abolishment, unstable democracy and political governance. At a national level, the former Brazilian government attempted to address the challenges outlined above by passing new legislation in 2007 that expanded the services and scope of the federal universities, particularly in respect to increasing access to tertiary education and providing increased support and infrastructure for people of middle- and low-income families. In this paper we analyse a PETE programme offered at one university in the Brazilian Northeast in response to changes introduced as a result of the 2007 legislation. Drawing on the perspectives of graduates from this programme, we examine how they see the complexity of social justice and equity issues from their experience in the course. Data were generated through focus group and individual interviews with former students. We supplemented this with document analysis of key policy and curriculum artifacts produced by the programme, and consultation with professors from the course to better understand the former students’ experiential dynamics. Each participant expressed a strong affinity for and orientation towards social justice as an integral aspect of school physical education. The curricular restructuring enables students to engage with a broad range of content underpinned by ethical, political, aesthetic, epistemological, pedagogical and theoretical-methodological principles. We consider that this curricular orientation seeks to meet the regional and local needs so that future physical education teachers, in turn, intervene with a more critical socio-cultural perspective in their teaching."]

{"sheet":"9 - ME","index":55,"n_rows":3,"n_cols":6,"rows_kept":3,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q9: How can HE access, retention, and completion rates be improved for underrepresented populations (e.g., women, indigenous and marginalized populations, and people with disabilities)?\nRegion: Middle East",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":1},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Midterm performance evaluation of USAID Career Center activity",2018,"https://webcache.googleusercontent.com/search?q=cache:PSpBQvK35OwJ:https://banyanglobal.com/wp-content/uploads/2018/05/Deliverable-H_Banyan-Global_MCCA-Evaluation_Final-Report-2018.05.17.pdf+&cd=1&hl=en&ct=clnk&gl=us","Banyan Global","USAID","USAID/Morocco designed the USAID Career Center, a four-year program with an additional option year, to bolster the Government of Morocco's (GOM) efforts to assist youth to transition from education to employment. The USAID Career Center is working toward the following objectives: ‚Ä¢ establishing career centers in three universities and three vocational training institutes in Casablanca, Marrakech and Tangiers, as well as a Virtual Career Center (VCC); ‚Ä¢ providing customized work readiness courses; ‚Ä¢ fostering a network to engage the private sector; and ‚Ä¢ developing a career center model that is transferable and sustainable. Includes focus on teaching soft skills for employability."]

{"sheet":"9 - Global","index":56,"n_rows":15,"n_cols":6,"rows_kept":15,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q9: How can HE access, retention, and completion rates be improved for underrepresented populations (e.g., women, indigenous and marginalized populations, and people with disabilities)?\nRegion: Global",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":13},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["How effective are different approaches to higher education provision in increasing access, quality and completion for students in developing countries? Does this differ by gender of students? Systematic review i",2013,"http://eppi.ioe.ac.uk/","Clifford, Megan; Miller, Trey; Stasz, Cathy; Goldman, Charles; Sam, Cecile; Kumar, Krishna","RAND Corporation","How to effectively increase access to and quality in higher education in developing countries is a highly debated topic. There is no consensus as to what policies or provisions best increase access to higher education, nor is there a firm understanding of how each form or provision or policy impacts the quality of higher education. Empirical evidence on these issues is also lacking. Moreover, while a large body of literature on the implementation of such policies and provisions exists for the developed world, little evidence exists for the developing world, resulting in a comparative dearth of literature that analyses the impact of such policies or provisions for developing nations. Although the identified studies failed to reach a firm consensus on the policies most effective for increasing access to and the quality of higher education, several of them nonetheless demonstrated positive effects for the interventions studied. Moreover, while many studies lacked evidence on how these outcomes varied by gender, several did address this issue and highlighted key areas of concern for improving not only access to and the quality of higher education, but for promoting equity as well. We find positive effects for affirmative action in increasing access for targeted subgroups but also noted that these policies may have unintended negative consequences. Financial programmes and policies such as fee-sharing, dual-track tuition policies and different types of student loans may also positively increase access to higher education while shifting some portion of the costs of higher education from the government to the student. Careful consideration, however, must be taken to formulate the right mix of policies to ensure access to lower income students. The cost of such programmes and their long-term sustainability must also be taken into account. We find little evidence for the impact of cross-border and transnational provision and TVET in increasing access to and the quality of higher education. A few randomised trials of vocational education programmes, however, did show significant gains to lower-income women who participated."]
["Understanding the factors that affect female enrollment and retention in collegiate STEM programs",2015,"https://ieeexplore.ieee.org/document/7060023","Edzie, Rosemary; Alahmad, Alan; Alahmad, Mahmoud","2015 IEEE 8th GCC Conference and Exhibition, GCCCE 2015","There is an ongoing concern over too few females enrolling and persisting in collegiate science, technology, engineering, and mathematics (STEM) degree programs. To address this issue three studies were carried out (1) an investigation of the factors that influence females to enroll in collegiate STEM programs so that more effective outreach can occur, (2) an analysis of changes in female self-efficacy and its relation to class performance, (3) an exploration of student learning styles. The three studies concluded respectively that female enrollment and persistence in STEM programs is greatly influenced by pre-collegiate exposure to career pathways in STEM, personal self-efficacy as it relates to STEM programs, and access to a curriculum program that integrates sensing, visual and sequential learning styles."]
["Pathways to higher education: A Ford Foundation global initiative for promoting inclusiveness in higher education",2008,"www.fordifp.net","Ford Foundation",null,"DESPITE A MASSIVE INCREASE IN HIGHER EDUCATION ENROLLMENTS AROUND THE WORLD, the student body in most higher education institutions does not begin to represent the demographics of their countries. In 2001 The Ford Foundation launched a {\\$}50 million, ten-year global initiative, Pathways to Higher Education, to support efforts that transform higher education institutions outside the United States to enable greater numbers of poor, minority, or otherwise underrepresented students to obtain a university degree. Pathways supports more than 125 higher education institutions across the world that are working to transform their policies, classroom practices, missions, curricula, and daily operations so that more students from marginalized groups enter and graduate from universities. Higher education institutions and research groups are also supported through Pathways to build knowledge about the numbers and characteristics of underrepresented populations, and the nature of the barriers they face to pursuing higher education degrees. Because the social and political contexts of marginalized peoples, while linked by the common experiences of exclusion, are distinct, Pathways takes a unique shape in each of the countries. Pathways requires a rigorous process of demonstrating commitment to traditionally excluded students on the part of the higher education institution. Each institution seeks: 1. Increases in their admission, matriculation and graduation rates 2. Broader higher education admission policies and practices 3. Better academic and social supports 4. Changes in the institutional climate to foster inclusiveness 5. Faculty diversity and faculty training in culturally competent teaching methods 6. Curriculum transformation, including new courses and delivery methods 7. Increased awareness of and a growing willingness to develop mechanisms to improve opportunities for underrepresented students."]
["Closing the achievement gap in a large introductory course by balancing reduced In-person contact with increased course structure",2019,"https://www.lifescied.org/doi/10.1187/cbe.18-08-0153","Gavassa, Sat; Benabentos, Rocio; Kravec, Marcy; Collins, Timothy; Eddy, Sarah","CBE-Life Sciences Education","Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100{\\%} online) and a hybrid-and-flipped course (50{\\%} online 50{\\%} face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced."]
["Student finance policies worldwide: Leveraging funding for attainment and equity in higher education",2019,"https://www.acenet.edu/Documents/Student-Finance-Policies-Worldwide.pdf","Gayardon, Ariane De; Brajkovic, Lucia","American Council on Education","This report analyzes national-level higher education financing approaches for a diverse set of countries world- wide, and how each approach relates to equity and attainment. This analysis provides a frame of reference for policymakers to use appropriate funding policies to improve equity and ensure completion. The report begins with an analysis of cost-sharing funding approaches‚Äîpolicies that determine who pays for higher education. We break national funding policies worldwide into four categories: 1) free tuition (both open and restricted access), 2) low tuition fees, 3) high tuition fees supported by loan schemes (mortgage-style and income-contingent), and 4) dual-track policies. We then turn to funding approaches designed to improve equity or foster completion and discuss whether these approaches are working. Throughout the report, we draw on examples from many different national systems and look for patterns linking these policies to equity and attainment outcomes for students. In the conclusion, we consider the future of these policies worldwide and how governments can best use limited resources to ensure that disadvantaged students not only enroll in universities but also complete their degrees."]
["Higher Education for Refugees in Low Resource Environments: Research Study",2016,"https://www.jigsawconsult.com/stories/15-higher-education-for-refugees","Gladwell, C.; Hollow, D.; Robinson, A.; Norman, B.; Bowerman, E.; Mitchell, J.; Floremont, F.; Hutchinson, P.","Jigsaw Consult","The research study provides an in-depth perspective on camp-based and urban programmes, based on extensive fieldwork. This included eight field visits to 15 refugee higher education programmes, in-person interviews with 303 refugee students, outcome stars with 119 students, and interviews (both in-person and distance-based) with 138 programme staff and sector experts. The analysis of the research study is structured around five thematic areas: accessibility and participation, academia and organisational structure, technology, pedagogy, and impact and future. Key learning points are provided for each of these themes, alongside overall lessons for the sector and 'good practice principles' to guide effective programme implementation. The research seeks to prioritise the voices of refugee students throughout. We hope that these reports provide a useful contribution to all those working in the sector. The research was conducted in partnership with Refugee Support Network and was generously funded by an anonymous foundation."]
["Panel: Increasing female enrollment and retention for computing degrees",2019,"https://dl.acm.org/doi/abs/10.1145/3349266.3351397","Greenberg, Hollis; Bogaard, Dan; Jin, Karen; Zhang, Chi","SIGITE 2019 - Proceedings of the 20th Annual Conference on Information Technology Education","Many technology classrooms see a disparity everyday with the numbers of men and women grossly uneven. As society realizes that more women need to be recruited into math, science and technology jobs, how do we convince young women that these are good careers for them? This panel will discuss initiatives at various universities aiming to recruit and retain female students. We hope to provoke a thoughtful exchange of ideas to help the technology field become a techie-dominated field, instead of a male-dominated field."]
["Exploring the retention and success of students with disability in Australian higher education",2017,"https://www.tandfonline.com/doi/abs/10.1080/13603116.2016.1251980","Kilpatrick, S.; Johns, S.; Barnes, R.; Fischer, S.; McLennan, D.; Magnussen, K.","International Journal of Inclusive Education","The proportion of higher education students with disability is increasing. We know there is institutional variation in retention and performance of higher education students with disability, and there is a need to understand the reasons for this. This exploratory national study examines supports and adjustments provided by universities, including the role of disability practitioners, influence retention and performance of students with disability. The study uses a mixed-methods approach. National equity retention and performance data are analysed by higher education institution. Qualitative data on institutional policies and practices collected from a purposive sample of Australian higher education institutions are then analysed. Findings from the study include identification of factors linked to retention and performance of students with disability, including different types of disability."]
["Education in Support of Social Transformation: Learning from the first five years of the MasterCard Foundation Scholars program",2016,"https://mastercardfdn.org/research/education-in-support-of-social-transformation/","MasterCard Foundation",null,"The MasterCard Foundation Scholars Program is the largest private scholarship program ever implemented for African youth. The Program is unique in supporting education at the secondary, tertiary and graduate levels, providing both financial support and a range of services and training such as mentoring, internships and leadership development. Through a network of university and NGO partners, the Program ensures that academically talented students from disadvantaged or marginalized communities are able to attend quality educational institutions, and can develop the knowledge and skills they need to join the next generation of ethical leaders. The vision of The MasterCard Foundation is that these young people will make a lasting impact in their communities and regions, ushering in a new era of equitable and inclusive prosperity. The Scholars Program was launched in 2012 with 12 implementing partners and an intent to support the education and leadership development of 15,000 young people. Since its launch, the Program has grown to encompass a partner network of 28 universities and education NGOs and has committed to support 35,000 talented students. The report, ‚ÄúEducation in Support of Social Transformation,‚Äù examines and describes early outcomes and learning from the first five years of the Scholars Program, drawing on the experiences of Scholars, partners and Foundation staff. Objectives examined in the report: 1. Is the Scholars Program providing quality education to talented, marginalized youth? 2. Is the Scholars Program fostering the skills and mindsets of Scholars as transformative leaders? 3. Are Scholars returning to their home countries and regions? 4. Are Scholars giving back and contributing to economies and societies on the continent? 5. Are Scholars satisfied with the Scholars Program? 6. Is the Scholars Program a catalyst for broader change within implementing institutions? Impacts of the Program: 1. The Foundation and its partners are successfully recruiting youth who meet the Scholars Program's criteria; 2. Elite universities are adopting new recruitment and selection approaches, and expanding the number of disadvantaged students they recruit from Africa; 3. Scholars are performing well academically; Satisfaction with the Scholars Program is very high; 4. A majority of tertiary Scholars studying abroad have, or intend to, return to Africa; 5. About half of the university graduates are employed; 81 percent found employment within two months or less. The remaining half of the university graduates have moved on to continue their education; 6. 85 percent of secondary school Scholars were able to transition to higher education after the Program, most commonly in STEM fields, and at equal rates among men and women; 7. Both secondary and tertiary Scholars are highly motivated to give back to their communities; a large majority of Scholar alumni regularly volunteer; and 8. Some Scholar alumni are already making a difference to their countries of origin through social ventures."]
["Three dimensions of equity of access to higher education",2016,"http://dx.doi.org/10.1080/03057925.2015.1043237","McCowan, Tristan","Compare","Concerns over equity of access to higher education are widespread, but there is significant disagreement over what should constitute a fair system. This article assesses diverse conceptualisations of equity and explores the ways in which they embody themselves in the policies of three systems, those of England, Brazil and Kenya. While showing significant disparities of income level and enrolment ratio, all three have made concerted efforts to expand higher education access, accompanied by increasing stratification in terms of the quality and prestige of institutions. Analysis of policy options and outcomes leads to a proposal of three principles for understanding equity of access: availability, accessibility and horizontality. The third of these principles addresses the little-acknowledged safeguard that disadvantaged students should not be confined to lower-quality institutions, while at the same time allowing for diversity of ethos and disciplinary focus."]
["Literature review: Higher education and development",2016,"www.norad.no","Ndaruhutse, Susy; Thompson, Stephen","Norwegian Agency for Development Cooperation (NORAD)","Sections on: 1. Trends in higher education prioritisation and financing 2. Rates of return analysis on how these have influenced higher education funding 3 Evidence on the role of universities in development 3.1 University partnerships 3.2 The role of universities in development 3.3 Linkages between higher education and development 3.4 The geography and power of knowledge 3.5 Gender and diversity in higher education and research 3.5 The role of higher education and research for the SDG agenda"]
["Students with Disabilities and Online Learning: A Cross-Institutional Study of Perceived Satisfaction with Accessibility Compliance and Services",2011,"http://dx.doi.org/10.1016/j.iheduc.2011.05.004","Roberts, Jodi B.; Crittenden, Laura A.; Crittenden, Jason C.","The Internet and Higher Education","Distance education has grown significantly over the past two decades, and the need to evaluate and enforce online course federal accessibility standards is gaining momentum among educators, students, and legislators. The purpose of this study was to determine if students with disabilities, who are enrolled in online courses, certifications, and degree programs, are satisfied with their respective institutions' accessibility and compliance services and with their ability to be academically successful in an online learning environment. The results of the study indicated that students with a disability perceive their disability to have a negative impact on their ability to succeed in online courses; however, the majority reported that their requests for accommodations were met. Recommendations on how institutions can take steps toward meeting all accessibility standards without sacrificing rigor and dynamic online course design are provided."]
["Student retention and engagement in higher education",2020,"https://doi.org/10.1080/0309877X.2019.1576860","Tight, Malcolm","Journal of Further and Higher Education","This article reports on a systematic review of research into student retention and student engagement in higher education (HE). It discusses the origins and meaning of these terms, their relation to each other, their application and practice, and the issues and critiques that have arisen. The two concepts are seen as alternative ways of seeing and researching the same underlying issue. While student engagement is a more recent focus for research, it has now overtaken student retention in importance. As the responsibility for the financing of HE has shifted from the state to the student, so the understanding of student retention and engagement has shifted from being the student's responsibility to that of the higher education institution (HEI)."]

{"sheet":"10 - Africa","index":57,"n_rows":16,"n_cols":6,"rows_kept":16,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q10: What institutional and behavioral changes are needed to improve gender awareness and gender equity?\nRegion: Africa",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":14},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["A toolkit for mainstreaming gender in higher education in Africa",2006,"http://www.ungei.org/resources/files/Toolkit_complete.pdf","Association for the Development of Education in Africa","Association of African Universities","The Toolkit, which is made up of the ten modules includes as an Appendix, a Literature Review, as well as Module 1 Basic Facts about Gender; Module 2 Forming Policies and Strategies; Module 3 Gender Sensitisation of Tertiary Institutions: the Role of Human Resources Development and Management; Module 4 Mainstreaming Gender in the Curriculum; Module 5 Research and Gender Sensitive Research Methods; Module 6 Faculty and Support Programs; Module 7 Student Access and Retention; Module 8 Gender Violence and Sexual Harassment; Module 9 Disaggregated Data; Module 10 Resource Mobilization for Gender Equity."]
["Gender equity tensions in South Africa's post-apartheid higher education: in defence of differentiation",2016,"https://www.semanticscholar.org/paper/Gender-Equity-Tensions-in-South-Africa%E2%80%99s-higher-in-Akala-Divala/0330b4d77a80864243c747564902b836385a0bd1","Akala, B.; Divala, J. J.","South African Journal of Higher Education","This article presents a theoretical and thematic exploration of gender equity in post-apartheid South African higher education. The article argues that while South African women played a very important role in the struggle for political liberation, the current situation in South Africa's political, economic and education institutions seems to suggest that the effort they put in the struggle does not commensurate the gains thereafter. A majority of South Africa's girls and women still struggle to access quality education and excel at most levels, which is a direct contravention of the Constitutional guarantee of equality for all who live in this great nation. Although the gender equity paradigm in South African higher education can be credited as having recorded some formidable achievements in terms of increased enrolment for female students especially Black women in higher education, a deliberate effort has to be made to shift attention from aggregations to impediments in order for the promise of equality and equity to be realized for those who experienced most barriers in accessing higher education. In the current South African context, one needs to deal with disadvantages that are perpetuated through the socio-economic positioning of families, the inability to use the language of power, content complexity, embedded institutional cultures and practices, among others."]
["Weaving success: Voices of change in African higher education",2011,"https://www.iie.org/Research-and-Insights/Publications/Weaving-Success-PHEA","Lindow, Megan",null,"Weaving Success centers on nine countries whose universities received support from the Partnership for Higher Education in Africa: Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda. It weaves together voices from people in these countries who used this support to bring about transformative changes at their respective universities: a professor of chemistry in Ghana who utilized new technologies to upgrade his institution's facilities; a lecturer in Nigeria who, despite resource constraints, managed to produce high-level research on sickle cell disease; a budding lawyer who broke free of her society's traditional gender roles and became the first in her family to earn a bachelor's degree. Together, these interconnected voices add up to tell a larger story of systemic change across campuses and national boundaries. Table of contents:"]
["Gender mainstreaming: Myths and measurement in higher education in Ghana and Tanzania",2010,"https://www.tandfonline.com/doi/abs/10.1080/03057925.2010.490377","Morley, Louise","Compare","This article critically examines the concept of gender mainstreaming and raises questions about a series of category slippages in debates and discussions. Some key concerns are the way in which women are constructed as a unified analytical category, and how gender equality is frequently reduced to issues of representation. It also critically interrogates how gender mainstreaming initiatives can be undermined by sexist practices such as sexual harassment. Focusing on higher education, it draws on empirical data from the research project 'Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard' (sussex.ac.uk/wphegt). Central arguments relate to the call for intersectional analyses and how GM needs to go beyond access and representation and address feminist concerns with the way in which gendered power and privilege are enacted in everyday social relations in higher education institutions. {\\textcopyright} 2010 British Association for International and Comparative Education."]
["Female participation in Technical, Vocational Education and Training Institutions (TVET) subsector: The Kenyan experience",2017,"https://iiste.org/Journals/index.php/PPAR/article/view/36735","Ngugi, M.; Muthima, P.","Public Policy and Administration Research","Economists widely agree that there is a high positive relationship between education and development. This relationship is even more pronounced when women receive education as it not only benefits them but also all those they nurture. Despite the progress made over the last decade in enhancing access, equity, retention, quality, completion rates and gender parity in education and training in Kenya, the Technical, Vocational, and Education Training (TVET) subsector continues to experience low female enrolment in Science, Technology, Engineering and Mathematics (STEM) based courses. This paper is a desk-review focusing on establishing the status of female participation in TVET and factors contributing to the prevailing status-quo. The paper recommends that encouraging and supporting fair and equal opportunities for girls and boys to perform in TVET-related subjects at school would translate to more girls and women in TVET fields of study and even to the world of work. There is also need for the educators to use more gender-responsive approaches at all levels of education; increase role models such as more female teachers and attach young female scholars to practicing women engineers in the country. At policy level, gender responsive strategies such as having a certain percentage of girls being admitted and encouraged to do technical-based subjects in form one every year are some of the interventions that may help shield this vulnerable group from persistent exclusion from TVET education."]
["Gender mainstreaming in TVET institutions in Kenya",2016,"https://afritvet.org/index.php/Afritvet/article/view/9","Omukhulu, Dorcas Mulongo; Ogbanicael, Sr. Lettedenghil; Githui, Kimamo","Africa Journal Of Technical {\\&} Vocational Education{\\&} Training","A country's most important resource is the skills of its people. To achieve equity and equality in skills development gender mainstreaming was identified by the Kenyan government. In 2007, the Ministry of Education, Science and Technology (MoEST) developed Gender in Education policy. There was need to evaluate the implementation process to find out: the extent of gender policy implementation process, and the perception of lecturers towards gender mainstreaming, the findings were meant to inform education stakeholders on progress of implementation. The study was based on the Management Evaluation Model and on Liberal Feminist Theoretical framework. It adopted a mixed method research design and 276 respondents were sampled from ten selected Technical and Vocational Education and Training (TVET) institutions. Probability and non-probability sampling was used to select the 276 respondents. Data was collected through three types of instruments namely questionnaires, interview guide and document analysis guide. Piloting was done to enhance validity and determine reliability of instruments. Quantitative data was analyzed through descriptive statistics, and qualitative data organized into themes and patterns pertinent to the study. It was established that: the gender policy was being implemented in sampled TVET institutions, and the perception of lecturers was positive. It was also established that the implementation process faced challenges. The study concluded that the mean Gender Parity Index (GPI) for the sampled institutions had moved further from one (1) to 0.804 and, lecturers had positive perception towards gender mainstreaming. However, there were some cultural issues hindering gender mainstreaming in TVET institutions, which led to the following recommendations: MoEST and TVET institutions to put in place mechanisms for effective implementation, Cultural inhibitions to be addressed, and Government to set up structures for full implementation of gender policy. Key words: Gender mainstreaming, gender parity, GPI, TVET, policy."]
["The Growth of Private Universities in Kenya : Implications for Gender Equity in Higher Education",2007,"https://www.jstor.org/stable/jhigheducafri.5.2-3.111?seq=1","Onsongo, Jane","The Journal of Higher Education in Africa (JHEA/RESA)","The establishment of private universities in Kenya and Africa is relatively new. At independence (1960s) there were about seven universities on the continent. How- ever, by 2005 there were 85 private and 316 public universities in Africa (Kihara 2005). Kenya is leading in this expansion of private higher education in East Africa with 16 in 2006 compared to three in 1980. This article examines the implications of the growth of private universities on gender equity in higher edu- cation in Kenya. The article is based on two studies conducted in Kenya in 2002 and 2004 on the participation of women in university management. These two studies and a survey of literature on student enrolment in private and public uni- versities reveal that private universities are providing increased opportunities for women to access higher education both as students and staff. Increased opportuni- ties are provided through flexible admission and recruitment criteria, a conducive working environment and the appointment of more women into senior manage- ment positions. R{\\'{e}}sum{\\'{e}}"]
["Gender barriers faced by African women in graduate programmes and research in the social sciences",2013,"https://www.pasgr.org/wp-content/uploads/2017/01/Gender-Barriers-Scoping-Paper-Final.pdf","Rathgeber, Eva M.","Partnership for African Social and Governance Research","This scoping study begins with a brief description of the state of universities in Africa, highlighting some current problems and challenges. Section II undertakes a review of literature about the role and status of female students and faculty members in African universities, especially in the social sciences and discusses issues of access. Section III provides an in-depth analysis of social sciences journals published in Africa and outside. Section IV explores the organisational culture of the social sciences in Africa, focussing specifically on governance structures and exploring the gender activities that have been carried out by social sciences organisations. Section V discusses measures that are underway to redress gender imbalance while Section VI makes some recommendations for potential activities to support the participation of women in social sciences research. The paper concludes with a brief review of some of the main findings."]
["Higher education expansion and the gender question in Ethiopia: A case study of women in a public university",2006,"https://www.semanticscholar.org/paper/Higher-Education-Expansion-and-the-Gender-Question-Semela/ceeb390aaa608bd2c6690209fcb07d70b9a2f7dd","Semela, Tesfaye","The Ethiopian Journal of Higher Education","The need to be part of the globalized knowledge economy on the one hand and ensure social justice on the other necessitated the change from elitist to massified higher education system. Following this new development, countries in Sub-Saharan Africa such as Ethiopia embarked on ambitious expansion by increasing the national enrolment capacity and the number of universities. This study assesses the effects of government policies in terms of mainstreaming gender issues in higher education based on a case study at Debub University. Data were collected from two sources. One is the primary data obtained based on an open ended interview with 20 female students admitted on affirmative action program. The second is the university registrar office. The results show that of the total of 27,209 enrolled between 2000/01 and 2004/05 academic years at undergraduate degree programs, only 19.2{\\%} were women. Similarly, the average proportion of women graduates over the same period was 11.7{\\%}. Women attrition (due to academic reasons) was found to be about 35.1{\\%} in the 2003/04 academic year. The qualitative results indicated that women equity is affected by factors related to socio-psychological, academic and guidance and counseling support, health and financial problems. Implications of the findings to policy and practical implementation at lower level in higher education institutions are discussed."]
["Excellence in Higher Education for Liberian Development (EHELD) Final Performance Evaluation: Final Report",2017,"https://www.edu-links.org/resources/excellence-higher-education-liberian-development-eheld-final-performance-evaluation","Social Impact, Inc.","USAID","EHELD is a $22.6 million activity that was implemented by a consortium led by RTI, with Rutgers University, University of Michigan, North Carolina State University, and the Associates in Rural Development from February 2011 ‚Äì September 2017. EHELD's objective was to establish regionally recognized and competitive academic Centers of Excellence (CoEs) at the University of Liberia (UL) and Cuttington University (CU), to produce topperforming young Liberian graduates in two key sectors: engineering and agriculture, respectively. EHELD also promoted a pipeline of secondary school students to attract and prepare equal numbers of promising young Liberian women and men for these fields of study, and sought to network with the private sector and Government of Liberia (GoL) partners to facilitate financial and experiential opportunities."]
["Capacity Building in Small Business Management for New Literates through Action Research",2019,"https://doi.org/10.1080/2331186X.2019.1643443","Arko-Achemfuor, A.","Cogent Education","This article reports on a community engagement project by the University of South Africa’s Department of Adult Basic Education to address the challenges faced by new literates in establishing and managing projects and small businesses. The main objective of the article was to assess how capacity and training workshops have been used as tools to empower individuals and groups who have just completed basic education to start and run successful business. In assessing the impact of the Kha Ri Gude Mass Literacy Campaign (KMLC) on the lives of graduates, it came to the attention of the Department that the graduates have taken initiatives to start SMMEs and other projects in their communities but the lack of business and project management skills was causing failures in a number of the initiatives. The qualitative method of enquiry using multiple case studies was applied in the article. The main instruments applied for data collection were individual and focus group interviews and observations. The initial data collection in three provinces in 2013 served as the baseline where the requests were made and the need analysis conducted. The finding indicates that the interventions have now helped the graduates to start and run SMMEs effectively, access markets for their products, form networks, register individual businesses and cooperatives and writing funding proposals among other skills. The articles recommend for the initiative to be rolled out in all the other provinces as it has proven to be successful in the areas it has been piloted."]
["A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa",2019,"http://dx.doi.org/10.1080/18146627.2016.1224588","Damons, D., le Grange, J. J., Mason, R. B., & Louw, S. W.","Africa Education Review","South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable."]
["Access to Higher Education in South Africa: Expanding Capabilities in and through an Undergraduate Photovoice Project",2020,"https://doi.org/10.1080/09650792.2019.1612767","Martinez-Vargas, C., Walker, M., & Mkwananzi, F.","Educational Action Research","There is a gap in research on access to universities in South Africa. The research that exists focuses on quantitative methodologies, although some qualitative studies are now emerging. These research methodologies, although necessary and substantial for the development of equity measures and policies, might be less successful in their impact on the local context, on research participants and in expanding what counts as knowledge in the university. In this paper, participatory research, which has not been used to research access, is explored. The paper seeks to go beyond the instrumentalization of research participants – especially those from low-income households – highlighting the potential of using multi-strategy research, in which participatory elements are included as a way to foster both participants’ human development and local impact. Drawing on a research project on access to higher education in South Africa, the paper demonstrates that by including participatory elements (in this case photovoice) has the potential to operationalize Appadurai’s notion of the ‘right to research’ among undergraduates. Using data, including processes, observations, workshops, interviews, and visual narratives from a participatory photovoice project, the findings highlight how methodological plurality creates space for locally and relevant knowledge production, challenging epistemic barriers and fostering human development among the research participants."]
["The Teaching Mix Matters: Rethinking Veterinary Education at a South African University",2021,"https://doi.org/10.18820/2519593X/pie.v39.i1.27","Pienaar, M., & Mostert, E.","Perspectives in Education","Globally, the COVID-19 pandemic necessitated a shift in teaching and learning practices. The University of Pretoria in South Africa was not entirely unprepared for this event, since the university’s teaching strategy had gradually evolved into a hybrid delivery mode. In the Faculty of Veterinary Science, however, the practical nature of the discipline brought about unique challenges in implementing hybrid-mode teaching and learning methodologies. An intervention was thus required to empower lecturers in the faculty to adapt their teaching methodologies to incorporate the hybrid teaching and learning mode. The aforementioned intervention was gleaned from a professional development framework developed by Brown et al. (2010) with a definite focus on core knowledge, areas of activity and core values. Long before the COVID-19 pandemic, the university’s educational support department developed and presented a tailor-made course, called “The Mix Matters: Step up your hybrid teaching”, to enhance lecturers’ hybrid teaching skills. Unknowingly, the workshop amply prepared the lecturers for what was still to come in 2020. The aim was to provide participants with a deep understanding of the complexities involved and the skills required for revising and quality-assuring academic courses for the hybrid-teaching environment. Using a mixed-method research design, this paper elucidates how the training and its learning outcomes inspired the lecturers to implement the hybrid teaching and learning mode that conforms to the University of Pretoria’s teaching and learning model. A noticeable paradigm shift was accomplished once the initial scepticism had turned into enthusiasm and positive attitudes."]

{"sheet":"10 - Asia","index":58,"n_rows":12,"n_cols":6,"rows_kept":12,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q10: What institutional and behavioral changes are needed to improve gender awareness and gender equity?\nRegion: Asia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":10},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Assessing Cross Border Partnerships: Increasing the Quality and Relevance of Higher Education in Afghanistan",2018,"https://pdf.usaid.gov/pdf_docs/PA00T1DJ.pdf","Afghanistan Ministry of Education; FHI360","USAID","Assessment of 3 on-going cross-border partnerships between Afghan and U.S. universities. Three research questions: 1) What benefits have partners received? 2) How effective is their communication and how have they addressed the challenges in communication? 3)How have they addressed sustainability challenges, including gender issues and the current security environment?"]
["Mid-Term Evaluation of the American University of Afghanistan",2016,"https://dec.usaid.gov/dec/content/Detail.aspx?vID=47&ctID=ODVhZjk4NWQtM2YyMi00YjRmLTkxNjktZTcxMjM2NDBmY2Uy&rID=MjE2NTk1","Ahmadzi, Nasrullah; Latif, Zuhal; Lightfoot, Michael; Nasiri, Friba; Rezaie, Ammar; Sullivan, Earl Leroy","Checchi and Company Consulting, Inc.","The purpose of USAID funding is to support the permanent establishment of an American style University in Afghanistan that will imprint values of academic freedom, high quality instruction, research, academic honesty, work ethic, and community service to its graduates joining the national and international labor force. The evaluation team reviewed AUAF's progress in addressing the various program components specified in the Cooperative Agreement: a) Academic and professional outcomes; b) Enhancing the quality of programs; c) Expanding programs for women; and d) Increasing Financial Self-Sufficiency."]
["The struggle for higher education gender equity policy in Afghanistan: Obstacles, challenges and achievements",2019,"https://www.semanticscholar.org/paper/The-struggle-for-higher-education-gender-equity-in-Hayward-Karim/8dfbd41af8a458ab0feeec249aa78ab1c8b378c6","Hayward, Fred M.; Karim, Razia","Education Policy Analysis Archives","The struggle for gender equity in Afghanistan has been a long and difficult one under war conditions. Nonetheless, amazing progress has been made both in transforming higher education and in improving the situation for women students and women faculty members over the last few years. What is particularly striking about this effort is the level of success in a very challenging environment. Part of the success, as we suggest, is a consequence of the focus on gender policy in higher education, which operates in an amazingly free environment. That has allowed the kind of analysis and discussion of traditional views about women to be examined and new policies put in place moving toward the MoHE goal of gender equity. Higher education has moved from a situation of virtually no women students, faculty, or staff in 2001 to 28{\\%} women students and 14{\\%} women faculty members in 2017. The atmosphere for women has changed remarkably with a Higher Education Gender Strategy to continue the process of change and a range of other policies and actions designed to create an open, comfortable, and equal environment for women. What is striking about these changes is that we think their success is due in large part to the narrow focus of change on higher education ‚Äì a process that probably would not have succeeded if tried at the national level. Nonetheless, it is a first step in expanding improved conditions for women broadly in Afghanistan and is suggestive of a successful approach for other countries with serious problems of gender discrimination."]
["Gender Equity in Higher Education in Sri Lanka: A Mismatch Between Access and Outcomes",2003,"https://www.semanticscholar.org/paper/GENDER-EQUITY-IN-HIGHER-EDUCATION-IN-SRI-LANKA%3A-A-Gunawardena/afa208e32fea24cecc2bec3442c18d2f495e1541","Journal, Chandra Mcgill","McGill Journal of Education / Revue des sciences de l'{\\'{e}}ducation de McGill","Sri Lanka has attempted to ensure gender equity in higher education through a non-discriminatory educational policy. Half a century after the establishment of the first university in Sri Lanka, women students have secured a majority of enrolments except in engineering and related fields. But women's achievements in respect of access and participation have not guaranteed equity in outcomes. University-educated women still continue to be unemployed for longer periods, to be employed in lower positions and face difficulties in gaining entry to management positions. {\\'{E}}GALIT{\\'{E}} ENTRE LES SEXES EN ENSEIGNEMENT SUP{\\'{E}}RIEUR AU SRI LANKA: D{\\'{E}}S{\\'{E}}QUILIBRE ENTRE L'ACC{\\`{E}}S ET LES R{\\'{E}}SULTATS R{\\'{E}}SUM{\\'{E}}. Le Sri Lanka a tent{\\'{e}} d'assurer l'{\\'{e}}galit{\\'{e}} entre les sexes en enseignement sup{\\'{e}}rieur en adoptant une politique non discriminatoire dans le domaine de l'{\\'{e}}ducation. Un demi-si{\\`{e}}cle apr{\\`{e}}s la cr{\\'{e}}ation de la premi{\\`{e}}re universit{\\'{e}} au Sri Lanka, les {\\'{e}}tudiantes sont maintenant en majorit{\\'{e}} sauf en g{\\'{e}}nie et dans les domaines connexes. Mais les r{\\'{e}}alisations des femmes li{\\'{e}}es {\\`{a}} l'acc{\\`{e}}s et {\\`{a}} la participation n'ont pas garanti l'{\\'{e}}quit{\\'{e}} dans les r{\\'{e}}sultats. Les femmes ayant fr{\\'{e}}quent{\\'{e}} l'universit{\\'{e}} continuent d'{\\^{e}}tre sans emploi pendant des p{\\'{e}}riodes plus longues, d'occuper des postes de niveau inf{\\'{e}}rieur et de faire face {\\`{a}} des difficult{\\'{e}}s pour atteindre des postes de gestion."]
["Role of Distance Education in the Expansion of Female Education Higher Level in Pakistan Review",2010,"https://eric.ed.gov/?id=EJ886459","Malik, Sufiana K.","Turkish Online Journal of Distance Education","The present paper investigated the role of distance education in the expansion of educational facilities for female at higher level of education in Pakistan. The findings of the study report that distance education is playing a vital role in the expansion of female education at higher level as such female who, due to some personal or social compulsions are not able to attend regular institution/university in order to enhance their educational, distance education proves to be a blessing for such females. AIOU is the pioneer in provision of distance education in Pakistan and at present it is playing a significant role in provision of better higher education facilities, especially female are enjoying from these educational facilities as the system of AIOU is flexible enough for female and it provides them equal opportunity to uplift their educational status in spite of the different hurdles in the way of getting higher education without disturbing their family or personal problems. More incentives for female on the part of AIOU for getting higher education may increase the number of female students in AIOU programs of higher education in Pakistan."]
["Diverse experiences of women leading in higher education: Locating networks and agency for leadership within a university context in Papua New Guinea",2015,"https://www.tandfonline.com/doi/abs/10.1080/09540253.2015.1027669","McNae, Rachel; Vali, Kerren","Gender and Education","The ways in which women deliberately press back against practices of oppression and demonstrate agency in higher education institutions are highly contextual and culturally bound. The formal and informal networks that women develop and maintain are important elements of generating agency and enhancing women's access to and opportunities for leadership. This article presents a case study from research that explored women's leadership experiences in a higher education context in the Pacific Islands ‚Äì Papua New Guinea. Situated within a feminist poststructural methodology, the research examined women's experiences of leadership and considered aspects that influenced women's access to formal leadership roles. The findings illustrated that the women faced numerous barriers to formal leadership opportunities. A range of culturally and contextually located approaches supported women to demonstrate agency with regard to their own leadership development and practice. This research highlighted the importance of considering the relationship between networks and agency and the impact of associated cultural and contextual practices within organisations, providing insights into the culturally located complexities of women's leadership in higher education contexts."]
["Echidna Global Scholars Program girls' transitions to work through higher-quality TVET programs in Nepal",2019,"https://eric.ed.gov/?id=ED602922","Paudel, Anil","Brookings Institution","Technical and vocational education and training (TVET) is widely considered an important tool in strengthening the school-to-work transition, reducing poverty, and achieving economic growth. However, significant barriers prevent girls in Nepal from realizing such opportunities. This paper, drawing from field research and desk review, identifies three major factors--education, the labor market, and social norms--underlying why girls are not able to leverage TVET to their advantage. Overall, an underemphasis and underinvestment in TVET by families, schools, government, and the private sector pose the greatest challenge to improving girls' participation in TVET and thus to girls' transitions to work. Based on my study and professional experience working to enhance the right of children to education, this paper provides policy recommendations for government, private sector, and nongovernmental organizations to improve girls' participation in TVET in order to improve their labor market outcomes and life prospects. The recommendations are concentrated in three different areas: improving girls' \"access\" to TVET programs, enabling their \"completion\" of TVET programs, and facilitating their \"transition\" to work. Increasing investment in TVET--along with creating a gender-transformative approach that enables females to participate more fully in both TVET programs and the labor market--would meaningfully help to realize the promises of education in Nepal."]
["Mid-term performance evaluation of the University Support and Workforce Development Program (USWDP)",2017,"https://pdf.usaid.gov/pdf_docs/PA00MJZ4.pdf","Shumaker, John W.; Davenport, Michele M.; Wafeq, Manizha; Rezaie, Ammar; Haroon, Rohina","Checchi and Co. Consulting, Inc. (CCCI)","Mid-term evaluation of the USAID University Support and Workforce Development Program (USWDP) in Afghanistan. Addresses five primary questions: 1) To what extent has the operational capacity of the MoHE and USWDP-supported public universities improved as a result of USWDP support? Have these improvements assisted the MoHE and universities to better meet their mandates and achieve their institutional goals and the objectives of the project? 2) To what extent has USWDP assisted the MoHE and public universities to have well-defined managerial and leadership roles to improve governance and minimize leadership conflicts? What have been major issues preventing progress in these areas and what actions or steps could enable greater progress to achieve these objectives? 3) To what extent has USWDP support improved university placement services resulting in increased student employment? 4) To what extent has USWDP been effective in promoting gender equity and creating environments free of harassment within the universities? 5) To what extent are USWDP programs sustainable and what measures has USWDP worked on with the MoHE and universities to ensure sustainability?"]
["Department Chair as Mentor: Perceptions of Young Female Faculty Members from Kazakhstan",2021,"https://doi.org/10.1108/JPCC-01-2020-0001","Yelibay, M.","Journal of Professional Capital and Community","Purpose The study explores factors affecting workplace–mentoring relationships of young female faculty members and their department chairs. Design/methodology/approach The author used a qualitative interview research design to answer the research questions of the study. Semi-structured interviews of ten female faculty members from Nur-Sultan, Kazakhstan were analyzed with the help of thematic coding and its interpretation. Findings The study suggests implementing women-only formal mentorship programs with Kochan's (2013) cultural framework for an organizational culture change. The reason is that study provides some insights into the traditional values that underpin age and gender biases in the professional community of Kazakhstani academia. However, but the results differ for participants who are informally mentored by department chairs with modern values. The author acknowledges that the small sample limits the findings and it's interpretation. Hence more research in the interdisciplinary field of gender, education and workforce in the context is required. Originality/value The study presents new evidence to support existing Western research on factors influencing workplace relationships and mentorship for young female faculty members. This empirical research adds on findings to the existing data from the Central Asian context, particularly to the sector of women studies and organizational culture in higher education institutions."]
["Online Aviation Learning Experience during the COVID-19 Pandemic in Hong Kong and Mainland China",2022,"https://doi.org/10.1111/bjet.13185","Ng, D. T. K.","British Journal of Educational Technology","The COVID-19 pandemic has triggered an unexpected digital revolution, speeding up universities' digital transformation worldwide. It has brought heavy disruptions to travel and mobility worldwide, but it drives the opportunity for hosting region-wide or even international academic exchanges through learning programs, workshops, and conferences via an alternative online mode. This study reports on a case study of a 1-month online aviation learning program that engaged 108 university students from Mainland China and Hong Kong during the lockdown. At first, we first recruited students in Hong Kong; however, the program registration was unsatisfactory. This could be attributed to the students' perceived future aviation career prospects and readiness of emergent remote teaching during the pandemic. In the program, we designed an alternative blended learning approach to attract students to sustain their aviation learning. First, we transformed the activities from face-to-face (F2F) to online settings using digital technologies including flight simulation and virtual visits in a web-conferencing environment. Second, we extended the reach of the event and attracted a larger audience in the neighbouring regions in Mainland China. It turned out that we could successfully recruit 108 students from 20 cities. In the end, students' interviews and motivational surveys indicated that this online learning experience could effectively enhance students' knowledge and motivational gain. Since the government has relaxed the policy of homeschooling, we organised two F2F meetings for students in Hong Kong to connect them together. This blended mode of teaching favoured the students in Hong Kong who showed a greater motivation than those in Mainland China. Furthermore, follow-up interviews for teachers revealed how they invest in new technological equipment and knowledge to support the radical changes. Overall, the virtual event eliminates geographical barriers which successfully motivate a larger audience and gain some online collaboration between universities. This article offered useful evidence for engineering educators to reflect on online informal learning, lab settings and academic exchanges, and motivate more students to revitalise aviation education and industry."]

{"sheet":"10 - E&E","index":59,"n_rows":3,"n_cols":6,"rows_kept":3,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q10: What institutional and behavioral changes are needed to improve gender awareness and gender equity?\nRegion: Europe and Eurasia",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":1},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Addressing inequality in vocational technical education by eliminating gender bias",2018,"https://www.semanticscholar.org/paper/Addressing-Inequality-in-Vocational%2F-Technical-by-Ganea-Bodrug-Lungu/5ada3e0def9d81e7546da69262a19930442ef34c","GANEA, Eugenia; BODRUG-LUNGU, Valentina","Revista Romaneasca pentru Educatie Multidimensionala","The present publication is dedicated to the subject of gender-related inequalities in vocational/technical education and how these are influenced by social norms and gender bias. The research problem is determined by the need to develop a theoretical and methodological support for the teaching staff and for other actors responsible for policies on vocational/technical education. The objectives of the research are to discuss the role played by vocational schools as ``fuels{\\{}''{\\}} for the labor market, develop gender-sensitive competences of teachers in secondary vocational/technical education, eliminate gender bias in the education and teaching process, create a gender-sensitive environment in vocational/technical schools. This opportunity is directly related to the reform of the vocational education system and national policies on gender equality in Moldova. Results: it was confirmed that teachers in vocational/technical schools are important actors capable to educate or to influence the education process by adopting gender-sensitive practices and methodological approaches aimed at reducing inequalities and challenges faced by girls in various circumstances in vocational/technical schools. The teaching methods and practices should be based on gender theories, while school policies should promote equal opportunities for girls and boys, and eliminate gender bias in the teaching and education process. Analysis of macro-systemic elements (curriculum, didactic materials, textbooks), as well as microsystem analysis at the level of the training units (pupils` and students' opinions, teachers' opinions) is an important step for understanding gender disparities and reasons that perpetuate gender inequalities in education, and later-at work and in society at large."]

{"sheet":"10 - LAC","index":60,"n_rows":4,"n_cols":6,"rows_kept":4,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q10: What institutional and behavioral changes are needed to improve gender awareness and gender equity?\nRegion: Latin America and the Caribbean",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":2},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["The redistributive equity of affirmative action: Exploring the role of race, socioeconomic status, and gender in college admissions",2012,"http://dx.doi.org/10.1016/j.econedurev.2011.08.005","Francis, Andrew M.; Tannuri-Pianto, Maria","Economics of Education Review","This paper contributes to research on affirmative action by examining issues of equity in the context of racial quotas in Brazil. We study the experience of the University of Brasilia, which established racial quotas in 2004 reserving 20{\\%} of available admissions slots for students who self-identified as black. Based on university admissions data and a student survey conducted by the authors, we find evidence that race, socioeconomic status, and gender were considerable barriers to college attendance and achievement. For example, first-difference regressions involving pairs of siblings indicate that black identity and gender had a negative effect on entrance exam scores. Moreover, we compare displaced and displacing applicants and find that racial quotas helped promote equity to some extent. Nevertheless, the scale and scope of redistribution were highly limited, and the vast majority of Brazilians had little chance of attending college, suggesting that more still needs to be done. {\\textcopyright} 2011 Elsevier Ltd."]
["From Sex to Gender: A University Intervention to Reduce Sexism in Argentina, Spain, and El Salvador",2014,"https://spssi.onlinelibrary.wiley.com/doi/abs/10.1111/josi.12089","de Lemus, Soledad; Navarro, Laura; J. Velásquez, Marta; Ryan, Estrella; Megías, Jesús L.","Journal of Social Issues","We present an intervention to reduce gender prejudice in future professionals of social sciences in three samples from Argentina (N = 28), Spain (N = 83), and El Salvador (N = 67), with slight differences across countries. The program was based on scientific research on sexism and gender-based power aimed at: (1) increasing awareness of gender inequalities; (2) reducing sexism in men and women; (3) providing participants with resources to implement social interventions. First the intervention is described, and then empirical evidence of its efficacy is provided. Results showed a reduction of benevolent sexism (BS), hostile sexism (HS), and essentialist views, and higher support for collective actions in Argentina (Study 1). HS and system-justifying beliefs were reduced and support for collective action increased in Spain (Study 2). In El Salvador, HS, BS (marginally), system-justifying, and homophobic beliefs were reduced (Study 3). Implications for interventions and policy making are discussed."]

{"sheet":"10 - ME","index":61,"n_rows":3,"n_cols":6,"rows_kept":3,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q10: What institutional and behavioral changes are needed to improve gender awareness and gender equity?\nRegion: Middle East",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":1},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Women's Perspectives on Retention in Higher Education in Jordan: Commute and Choice",2012,"https://journals.sagepub.com/doi/abs/10.2190/CS.14.1.d","Allaf, Carine","Journal of College Student Retention: Research, Theory and Practice","Jordan is viewed as a country of social, political, and economic and advancement. It currently leads the region in literacy rates and is well on its way to achieving gender equity. However, some reports claim that Jordan maintains the widest gender gap in higher education completion in the region while others report that the percentage of females is higher than males. There is a body of literature on college student retention but no such work has taken place in the Middle East, and more specifically in Jordan, on the experiences of women in higher education and retention. This study explores the experiences of 18 women that, at the time of the data collection (2008-2009), were in their final year or semester of higher education and preparing to graduate (average age 22.3 years old) and 10 women, that were at one point formally enrolled but at the time of the study had departed from completing higher education (average age 22.8 years old). These women represented 13 different universities (7 public and 6 private) throughout Jordan. Interviews were conducted with each participant. In addition to interviews, visits with the women were conducted on the university campus and official university and ministry education records were collected to examine enrollment, graduation, and retention rates. These varied qualitative methods allowed for a holistic exploration of the patterns in the persistence of women in higher education. This study found that the main retention theories formed in the United States are not completely adequate in helping explain the situation of women in Jordan and this study alters and extends them, placing more weight on characteristics at the individual-level, rather than on the institutional-level, with more attention paid to the role of the commute and the inflexibility of the higher education admissions process, in order to make them more applicable to the context of women in Jordan. {\\textcopyright} 2012, Baywood Publishing Co., Inc."]

{"sheet":"10 - Global","index":62,"n_rows":8,"n_cols":6,"rows_kept":8,"cut":false,"hidden":false,"merged":[[0,0,0,2]]}
["Q10: What institutional and behavioral changes are needed to improve gender awareness and gender equity?\nRegion: Global",null,null,"Total:",{"$f":"COUNTA(B3:B993)","v":6},"Return to Evidence Map"]
["Title","Year","URL","Author","Source","Abstract/ Summary"]
["Mind the (gender) gap: engaging students as partners to promote gender equity in higher education",2019,"https://www.tandfonline.com/doi/abs/10.1080/13562517.2019.1696296","Acai, Anita; Mercer-Mapstone, Lucy; Guitman, Rachel","Teaching in Higher Education","Gender inequity remains a critical issue in higher education. We explored the proposition that engaging students as partners (SaP), an increasingly adopted approach to student engagement, may present one approach to improving gender equity by fostering agency and leadership for women. First, we analyzed the gender distribution of authors of SaP scholarship spanning 202 articles published in six academic journals over the past five years. Women were more likely to author (70{\\%}) and lead (76{\\%}) SaP publications. Second, we used collaborative autoethnography to explore our experiences as three women SaP practitioners. Affirmative partnerships built our agency to assert our voices and empowered us to advocate for gender equity. These data indicate that SaP may present one approach to promoting gender equity by creating ‚Äòbrave spaces' and ‚Äòsites of resistance' against gendered norms in academia."]
["Examining students' perspectives on gender bias in their work-integrated learning placements",2020,"https://www.tandfonline.com/doi/abs/10.1080/07294360.2019.1677568?journalCode=cher20","Bowen, Tracey","Higher Education Research and Development","Work-integrated learning (WIL) affords students opportunities to apply skills and knowledge to practical work placements. Students potentially learn professional behaviours appropriate to their chosen industry sector. However, students may also face challenges they may not be prepared to navigate. One of these is gender bias due to assumptions about women and work, particularly within STEM sectors. This article presents findings from a pilot study that explores WIL students' perspectives on gender bias related to experiences at their internship placements or other jobs. The findings suggest that the potential lack of gender neutrality within organizations such as WIL placements, is nuanced through an underlying bias around thinking about gender, women and work, and demonstrated through institutional structures such as branded recruitment campaigns or the individual micro aggressions of co-workers and supervisors. Further research needs to focus on the impact of gender bias on students' sense of value within different organizations, and the strategies they employ to navigate bias. In the short-term, all students need tools to help them understand how gender is constructed within organizational processes and how to develop strategies to help them confront gender bias within the organizations in which they work."]
["Promoting gender equity in developing countries strategies for lessons, challenges, and opportunities",2008,"www.wilsoncenter.org","Bryan, Elizabeth; Varat, Jessica",null,"Over the last several decades a number of strategies have emerged and evolved to promote gender equity in development efforts. Yet debates regarding the relative efficacy of these strategies remain. On Thursday, April 26, 2007, the Woodrow Wilson Center convened a group of experts on gender and development to address the issue of gender inequality from a variety of perspectives. Panelists reflected on past efforts to promote gender equity and discussed effective strategies for the way forward. The first panel discussed the main approaches to promoting gender equity and the progress made towards incorporating gender concerns in development institutions. Laying out the historical context in which the Women in Development (WID) and Gender and Development (GAD) strategies emerged, Jane Jaquette argued that the way in which these approaches evolved has depended very much on the limitations and opportunities available at different points in time. Discussing the effectiveness of gender mainstreaming, Aruna Rao stated that gender mainstreaming has been associated with more failures than successes. The second panel focused on specific arenas where gender equity is being pursued in creative ways. Cathy Feingold described the ongoing feminization of poverty in the global economy as women workers constitute the driving labor force behind export production and rural-urban migration. Stressing the importance of engaging men around issues of reproductive health and gender equality, Andrew Levack argued it is necessary to explore some of the more detrimental constructs of masculinity and alternative attitudes and actions. Angelina Aspuac described her experience leading a women's empowerment association in Guatemala. Lyn Beth Neylon explored the dynamics of legal and judicial reform projects run by USAID's Women's Legal Rights Initiative (WLR) in Rwanda and Benin. The keynote speaker, Nyaradzai Gumbonzvanda, asserted that a larger conceptual framework is needed, which links empowerment, rights, and mainstreaming in all social spaces in order to advance the discourse on gender relations and achieve greater gender equality."]
["How effective are different approaches to higher education provision in increasing access, quality and completion for students in developing countries? Does this differ by gender of students? Systematic review i",2013,"http://eppi.ioe.ac.uk/","Clifford, Megan; Miller, Trey; Stasz, Cathy; Goldman, Charles; Sam, Cecile; Kumar, Krishna","RAND Corporation","How to effectively increase access to and quality in higher education in developing countries is a highly debated topic. There is no consensus as to what policies or provisions best increase access to higher education, nor is there a firm understanding of how each form or provision or policy impacts the quality of higher education. Empirical evidence on these issues is also lacking. Moreover, while a large body of literature on the implementation of such policies and provisions exists for the developed world, little evidence exists for the developing world, resulting in a comparative dearth of literature that analyses the impact of such policies or provisions for developing nations. Although the identified studies failed to reach a firm consensus on the policies most effective for increasing access to and the quality of higher education, several of them nonetheless demonstrated positive effects for the interventions studied. Moreover, while many studies lacked evidence on how these outcomes varied by gender, several did address this issue and highlighted key areas of concern for improving not only access to and the quality of higher education, but for promoting equity as well. We find positive effects for affirmative action in increasing access for targeted subgroups but also noted that these policies may have unintended negative consequences. Financial programmes and policies such as fee-sharing, dual-track tuition policies and different types of student loans may also positively increase access to higher education while shifting some portion of the costs of higher education from the government to the student. Careful consideration, however, must be taken to formulate the right mix of policies to ensure access to lower income students. The cost of such programmes and their long-term sustainability must also be taken into account. We find little evidence for the impact of cross-border and transnational provision and TVET in increasing access to and the quality of higher education. A few randomised trials of vocational education programmes, however, did show significant gains to lower-income women who participated."]
["Panel: Increasing Female Enrollment and Retention for Computing Degrees",2019,"https://dl.acm.org/doi/abs/10.1145/3349266.3351397","Greenberg, Hollis; Bogaard, Dan; Jin, Karen; Zhang, Chi","SIGITE 2019 - Proceedings of the 20th Annual Conference on Information Technology Education","Many technology classrooms see a disparity everyday with the numbers of men and women grossly uneven. As society realizes that more women need to be recruited into math, science and technology jobs, how do we convince young women that these are good careers for them? This panel will discuss initiatives at various universities aiming to recruit and retain female students. We hope to provoke a thoughtful exchange of ideas to help the technology field become a techie-dominated field, instead of a male-dominated field."]
["Literature review: Higher education and development",2016,"www.norad.no","Ndaruhutse, Susy; Thompson, Stephen","Norwegian Agency for Development Cooperation (NORAD)","Sections on: 1. Trends in higher education prioritisation and financing 2. Rates of return analysis on how these have influenced higher education funding 3 Evidence on the role of universities in development 3.1 University partnerships 3.2 The role of universities in development 3.3 Linkages between higher education and development 3.4 The geography and power of knowledge 3.5 Gender and diversity in higher education and research 3.5 The role of higher education and research for the SDG agenda"]