Most recent issue published online in the International Journal of Higher Education and Sustainability.
International Journal of Higher Education and Sustainability
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International Journal of Higher Education and Sustainability
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© 2023 Inderscience Publishers Ltd
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International Journal of Higher Education and Sustainability
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http://www.inderscience.com/browse/index.php?journalID=442&year=2023&vol=4&issue=3/4
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Considerations for higher education to enhance economic security and sustainability in South Africa and beyond
http://www.inderscience.com/link.php?id=137490
Higher education (HE) must equip youth with skills for economic development, security and sustainability, which is central in the SDGs' 2030 Agenda. South Africa (SA) intends to partly achieve Agenda 2030 through its National Development Plan, by improving youth's access to HE. However, SA's HE subtly trains employable graduates, yet the country suffers ascending unemployment. This defeats SA's intentions. Using vygotsky's zone of proximal development, this paper aimed to understand students' discourse on HE, because this is central to the ways they acquire and use HE knowledge, for sustainable economic security. Thematic data analysis was used on findings from three first-year focus group discussions. Most students viewed education as supposed to be passively passed to them. This discourages life-long learning and potential innovations to contribute towards economic security and sustainability. HE institutions must promote self-reliance in student learning to encourage their contribution towards bettering their communities' economic status.
Considerations for higher education to enhance economic security and sustainability in South Africa and beyond
Oncemore Mbeve; Samantha Mhlanga; Snenhlanhla Nonkuleko Ngidi; Lindile Nontobeko Ngwenya; Gift Khumalo; Matamela Makongoza; Selina Pendehama; Hlologelo Malatji
International Journal of Higher Education and Sustainability, Vol. 4, No. 3/4 (2023) pp. 153 - 176
Higher education (HE) must equip youth with skills for economic development, security and sustainability, which is central in the SDGs' 2030 Agenda. South Africa (SA) intends to partly achieve Agenda 2030 through its National Development Plan, by improving youth's access to HE. However, SA's HE subtly trains employable graduates, yet the country suffers ascending unemployment. This defeats SA's intentions. Using vygotsky's zone of proximal development, this paper aimed to understand students' discourse on HE, because this is central to the ways they acquire and use HE knowledge, for sustainable economic security. Thematic data analysis was used on findings from three first-year focus group discussions. Most students viewed education as supposed to be passively passed to them. This discourages life-long learning and potential innovations to contribute towards economic security and sustainability. HE institutions must promote self-reliance in student learning to encourage their contribution towards bettering their communities' economic status.]]>
10.1504/IJHES.2023.137490
International Journal of Higher Education and Sustainability, Vol. 4, No. 3/4 (2023) pp. 153 - 176
Oncemore Mbeve
Samantha Mhlanga
Snenhlanhla Nonkuleko Ngidi
Lindile Nontobeko Ngwenya
Gift Khumalo
Matamela Makongoza
Selina Pendehama
Hlologelo Malatji
African Centre for Migration and Society (ACMS), University of the Witwatersrand, P.O. Box 76, Johannesburg, 2050, South Africa ' Centre for Health Policy, Faculty of Health Sciences, University of Witwatersrand (Wits), Johannesburg, Parktown, 2193, South Africa ' School of Human and Community Development, Department of Social Work, University of the Witwatersrand, P.O. Box 76, Johannesburg, 2050, South Africa ' Africa Centre for Migration and Society, University of the Witwatersrand, P.O. Box 76, Johannesburg, 2050, South Africa ' School of Human and Community Development, Speech Pathology and Audiology Department, University of the Witwatersrand, P.O. Box 76, Johannesburg, 2050, South Africa ' Psychology Department, University of the Witwatersrand, P.O. Box 76, Johannesburg, 2050, South Africa ' Campus Housing and Residence Life, University of the Witwatersrand, P.O. Box 76, Johannesburg, 2050, South Africa ' School of Human and Community Development, Department of Social Work, University of the Witwatersrand, P.O. Box 76, Johannesburg, 2050, South Africa
economic sustainability
higher education
HE
Southern Africa region
sustainable development
tutor
first-year student
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176
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Strategic ways to incorporate sustainability as a working culture in tertiary education
http://www.inderscience.com/link.php?id=137500
The study aims to explore ways to incorporate sustainable culture in the tertiary education industry. This involves investigating the barriers and challenges preventing the widespread implementation of sustainability in the organisation. The exploratory research methodology was adopted to gain insights into the organisation's sustainability status. The semi-structured interviews were conducted to gather information on their current views and challenges regarding sustainability. The results revealed that there was a lack of top management initiatives to encourage sustainability. It was also found that no set targets were communicated in this regard, and with no designated department, it became even more challenging to implement sustainability. A lack of robust, standardised policies determining sustainability led to a culture of complacency. To build a mainstream sustainability strategy, substantial efforts are required to create a committed department for the same and recognise the work of people already making sustainable choices at work and home.
Strategic ways to incorporate sustainability as a working culture in tertiary education
Aditi Agarwal; Chandra Sharma Poudyal; Sanjeev Acharya
International Journal of Higher Education and Sustainability, Vol. 4, No. 3/4 (2023) pp. 177 - 194
The study aims to explore ways to incorporate sustainable culture in the tertiary education industry. This involves investigating the barriers and challenges preventing the widespread implementation of sustainability in the organisation. The exploratory research methodology was adopted to gain insights into the organisation's sustainability status. The semi-structured interviews were conducted to gather information on their current views and challenges regarding sustainability. The results revealed that there was a lack of top management initiatives to encourage sustainability. It was also found that no set targets were communicated in this regard, and with no designated department, it became even more challenging to implement sustainability. A lack of robust, standardised policies determining sustainability led to a culture of complacency. To build a mainstream sustainability strategy, substantial efforts are required to create a committed department for the same and recognise the work of people already making sustainable choices at work and home.]]>
10.1504/IJHES.2023.137500
International Journal of Higher Education and Sustainability, Vol. 4, No. 3/4 (2023) pp. 177 - 194
Aditi Agarwal
Chandra Sharma Poudyal
Sanjeev Acharya
North Tech, Te PÅ«kenga, Level 4/238 Queen Street, Auckland CBD, Auckland 1010, New Zealand ' Universal College of Learning, Te PÅ«kenga, 18 Princes Street, Palmerston North, New Zealand ' Southern Institute of Technology, Te PÅ«kenga, 133 Tay Street, Invercargill, New Zealand
sustainability
tertiary education
robust
standardised
business schools
organisational learning
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194
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Proposing management of the courses of higher educational institutions in the knowledge management era
http://www.inderscience.com/link.php?id=137506
The manuscript proposes managing courses in higher educational institutions (HEIs) in the knowledge management (KM) era. Further, the prime of the proposal emerged from research conducted in circumstances such as unstable public policy and directions in HEIs that in some cases observed to damage the values of courses. Accordingly, the present research conducted a grounded theory development technique, which discovered the management of courses in the KM era from the result of the research. Further, the discovery took team spirit kind of management concepts into the discovery. Besides, the collaborative concern of such management concepts with the grounded theory development discovered the extension to the discovery of the postgraduate revelation as the management of the courses in the KM era. As such, the present investigation proposes the result as the management of the courses in the KM era.
Proposing management of the courses of higher educational institutions in the knowledge management era
S. Jeyarajan
International Journal of Higher Education and Sustainability, Vol. 4, No. 3/4 (2023) pp. 195 - 202
The manuscript proposes managing courses in higher educational institutions (HEIs) in the knowledge management (KM) era. Further, the prime of the proposal emerged from research conducted in circumstances such as unstable public policy and directions in HEIs that in some cases observed to damage the values of courses. Accordingly, the present research conducted a grounded theory development technique, which discovered the management of courses in the KM era from the result of the research. Further, the discovery took team spirit kind of management concepts into the discovery. Besides, the collaborative concern of such management concepts with the grounded theory development discovered the extension to the discovery of the postgraduate revelation as the management of the courses in the KM era. As such, the present investigation proposes the result as the management of the courses in the KM era.]]>
10.1504/IJHES.2023.137506
International Journal of Higher Education and Sustainability, Vol. 4, No. 3/4 (2023) pp. 195 - 202
Aditi Agarwal
Chandra Sharma Poudyal
Sanjeev Acharya
Department of Computer Science and Engineering, University of Moratuwa, Sri Lanka
higher educational institutions
HEIs
knowledge management
management of courses
philosophical perspective
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195
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Determining the satisfaction of students according to learning content used in emergency distance education
http://www.inderscience.com/link.php?id=137502
The aim of the study is to determine the satisfaction of higher education students studying in a virtual learning environment (VLE) during the COVID-19 pandemic. The descriptive survey model was conducted in a study conducted with 481 university students. The virtual learning environments student satisfaction scale was used in the study. Data obtained from the scale were then analysed with correlation, t-test, and ANOVA. It was concluded that the participant students' satisfaction levels were moderate based on the VLE offered to the students, that their satisfaction differed in favour of male students, that those enrolled in practice-based courses wanted to see more guidance in the VLE according to the type of courses recorded, and that the learning resources offered in the environment caused student satisfaction to differ according to their level of internet usage.
Determining the satisfaction of students according to learning content used in emergency distance education
Mustafa S. Abdüsselam; Fatmanur à zen
International Journal of Higher Education and Sustainability, Vol. 4, No. 3/4 (2023) pp. 203 - 226
The aim of the study is to determine the satisfaction of higher education students studying in a virtual learning environment (VLE) during the COVID-19 pandemic. The descriptive survey model was conducted in a study conducted with 481 university students. The virtual learning environments student satisfaction scale was used in the study. Data obtained from the scale were then analysed with correlation, t-test, and ANOVA. It was concluded that the participant students' satisfaction levels were moderate based on the VLE offered to the students, that their satisfaction differed in favour of male students, that those enrolled in practice-based courses wanted to see more guidance in the VLE according to the type of courses recorded, and that the learning resources offered in the environment caused student satisfaction to differ according to their level of internet usage.]]>
10.1504/IJHES.2023.137502
International Journal of Higher Education and Sustainability, Vol. 4, No. 3/4 (2023) pp. 203 - 226
Mustafa S. Abdüsselam
Fatmanur à zen
Education Faculty, Giresun University, Turkey ' Education Faculty, Giresun University, Turkey
satisfaction
virtual learning environment
VLE
emergency distance education
higher education students
2024-03-21T23:20:50-05:00
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203
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Study from home: modelling the factors facilitating online education during and post-COVID-19
http://www.inderscience.com/link.php?id=137518
This study focused on the effectiveness of the online education system at the tertiary level of one of the fastest growing economies in the world, namely Bangladesh. The main objective of the study is to examine different facilitating factors of the online education system from the perspective of university students. To acquire the objective, primary data were collected by surveying the respondents (n = 339) through a close-ended questionnaire. An explanatory research was used to analyse the data; performed reliability and validity tests; generated frequency and percentage tables, and measured the structural equation model using SPSS and Smart-PLS software. The results showed that convenience, ease of participation, computer literacy, ease of access and navigation, and cost-effectiveness have a significant positive relationship with the online education system. The findings of the paper may inspire the universities as well as the students to adopt the online education system in the new normal era. Online learning not only enhances growth and sustainability in higher education but also contributes to sustainable development by minimising access barriers and ensuring navigation and cost-effectiveness. The findings of the study will aid in fostering a better educational and learning environment in universities.
Study from home: modelling the factors facilitating online education during and post-COVID-19
Sabikun Nahar Bipasha; Md. Tanvir Alam Himel; Tama Saha
International Journal of Higher Education and Sustainability, Vol. 4, No. 3/4 (2023) pp. 227 - 250
This study focused on the effectiveness of the online education system at the tertiary level of one of the fastest growing economies in the world, namely Bangladesh. The main objective of the study is to examine different facilitating factors of the online education system from the perspective of university students. To acquire the objective, primary data were collected by surveying the respondents (n = 339) through a close-ended questionnaire. An explanatory research was used to analyse the data; performed reliability and validity tests; generated frequency and percentage tables, and measured the structural equation model using SPSS and Smart-PLS software. The results showed that convenience, ease of participation, computer literacy, ease of access and navigation, and cost-effectiveness have a significant positive relationship with the online education system. The findings of the paper may inspire the universities as well as the students to adopt the online education system in the new normal era. Online learning not only enhances growth and sustainability in higher education but also contributes to sustainable development by minimising access barriers and ensuring navigation and cost-effectiveness. The findings of the study will aid in fostering a better educational and learning environment in universities.]]>
10.1504/IJHES.2023.137518
International Journal of Higher Education and Sustainability, Vol. 4, No. 3/4 (2023) pp. 227 - 250
Sabikun Nahar Bipasha
Md. Tanvir Alam Himel
Tama Saha
Department of Marketing, Comilla University, Cumilla †3506, Bangladesh ' Department of Marketing, University of Dhaka, Dhaka †1000, Bangladesh ' Department of Marketing, Comilla University, Cumilla †3506, Bangladesh
online education
synchronous learning
asynchronous learning
COVID-19 pandemic
information technology
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250
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