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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International Journal of Higher Education and Sustainability
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http://www.inderscience.com/browse/index.php?journalID=442&year=2022&vol=4&issue=2
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Is going online efficient? A comparative study of offline and online mode of working and learning during COVID-19
http://www.inderscience.com/link.php?id=128674
This research attempts to measure empirically the benefits of going online for working professionals and students during pandemic time. The working professionals benefit more from going online as the adjustment process is much higher. They have higher satisfaction, greater personal time and flexibility from working from home, and they travel less. Because of the above reasons, the working professional has a high preference for working from home. Their work efficiency is also higher during pandemic (due to WFH) than before the pandemic. The students displayed lower efficiency, satisfaction, personal time with online education and overall fared better with regular classes. However, the students showed some preference towards online education and enjoyed some flexibility in their schedule.
Is going online efficient? A comparative study of offline and online mode of working and learning during COVID-19
Reeta Tomar; Schifra Daruwala
International Journal of Higher Education and Sustainability, Vol. 4, No. 2 (2022) pp. 81 - 96
This research attempts to measure empirically the benefits of going online for working professionals and students during pandemic time. The working professionals benefit more from going online as the adjustment process is much higher. They have higher satisfaction, greater personal time and flexibility from working from home, and they travel less. Because of the above reasons, the working professional has a high preference for working from home. Their work efficiency is also higher during pandemic (due to WFH) than before the pandemic. The students displayed lower efficiency, satisfaction, personal time with online education and overall fared better with regular classes. However, the students showed some preference towards online education and enjoyed some flexibility in their schedule.]]>
10.1504/IJHES.2022.128674
International Journal of Higher Education and Sustainability, Vol. 4, No. 2 (2022) pp. 81 - 96
Reeta Tomar
Schifra Daruwala
CHRIST (Deemed to be University), Mariam Nagar, Meerut Road, Delhi NCR, Ghaziabad †201003, India ' CHRIST (Deemed to be University), Mariam Nagar, Meerut Road, Delhi NCR, Ghaziabad †201003, India
COVID-19
offline work
online work
online education
work from home
WFH
2023-02-01T23:20:50-05:00
Copyright © 2023 Inderscience Enterprises Ltd.
4
2
81
96
2023-02-01T23:20:50-05:00
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Diversifying income streams in public higher education institutions in Botswana
http://www.inderscience.com/link.php?id=128673
Higher education (HE) is highly valued because it is believed to have a positive impact on economic growth and development. HE in sub-Saharan Africa (SSA) is mostly publicly funded, with very little contribution from both learners and parents. Governments extract money from public resources to fund HE. Post-2007 and COVID-19 financial strictures mean HE funding gaps. These gaps necessitate the diversification of income streams to fund HE. Botswana is facing chronic HE funding gaps, thus, the purpose of this paper was to argue the case for the diversification of income streams to fund HE in Botswana. It heavily relied on the University of Botswana to make its case. It concluded that HE funding gaps necessitate the diversification of income streams. The diversification includes rebranding of courses; town-gown collaboration; university bonds; PPPs in education and entrepreneurial universities. Finally, this finding has implications for HE funding problems in SSA countries.
Diversifying income streams in public higher education institutions in Botswana
Emmanuel Botlhale
International Journal of Higher Education and Sustainability, Vol. 4, No. 2 (2022) pp. 97 - 114
Higher education (HE) is highly valued because it is believed to have a positive impact on economic growth and development. HE in sub-Saharan Africa (SSA) is mostly publicly funded, with very little contribution from both learners and parents. Governments extract money from public resources to fund HE. Post-2007 and COVID-19 financial strictures mean HE funding gaps. These gaps necessitate the diversification of income streams to fund HE. Botswana is facing chronic HE funding gaps, thus, the purpose of this paper was to argue the case for the diversification of income streams to fund HE in Botswana. It heavily relied on the University of Botswana to make its case. It concluded that HE funding gaps necessitate the diversification of income streams. The diversification includes rebranding of courses; town-gown collaboration; university bonds; PPPs in education and entrepreneurial universities. Finally, this finding has implications for HE funding problems in SSA countries.]]>
10.1504/IJHES.2022.128673
International Journal of Higher Education and Sustainability, Vol. 4, No. 2 (2022) pp. 97 - 114
Reeta Tomar
Schifra Daruwala
Faculty of Social Sciences, University of Botswana, Private Bag UB 0705, Gaborone, Botswana
diversification
global financial crisis
COVID-19
fiscal stress
Botswana
2023-02-01T23:20:50-05:00
Copyright © 2023 Inderscience Enterprises Ltd.
4
2
97
114
2023-02-01T23:20:50-05:00
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An assessment of higher education system and institutional policies alignment with sustainable development goals in Mozambique
http://www.inderscience.com/link.php?id=128679
In this study, the national education policies and the selected four universities policies were analysed to evaluate their intent to the alignment with the sustainability. An assessment tool based on the 17 SDGs and on Mozambique's commitment goals to the 2030 Agenda was developed as instrument of analysis. NVivo 12 software was used to codify the sustainability indicators in the assessment tool. The HE policies show week integration of SDGs in a top bottom perspective. There is a lack of harmony between national and institutional policies resulting in the disparity founded on the presence of SDGs. The absence of an updated national policy on HE, contributes to the weak approach of SDGs in the HE institutional policies demonstrated by the absence of presupposes for the integration, implementation and materialisation of the goals by universities. This paper shows the current state of integration of SDGs in Mozambique HE policies.
An assessment of higher education system and institutional policies alignment with sustainable development goals in Mozambique
Herieta Massango; Malaquias Zildo António Tsambe; Lars Geschwind; PatrÃcio Vitorino Langa
International Journal of Higher Education and Sustainability, Vol. 4, No. 2 (2022) pp. 115 - 133
In this study, the national education policies and the selected four universities policies were analysed to evaluate their intent to the alignment with the sustainability. An assessment tool based on the 17 SDGs and on Mozambique's commitment goals to the 2030 Agenda was developed as instrument of analysis. NVivo 12 software was used to codify the sustainability indicators in the assessment tool. The HE policies show week integration of SDGs in a top bottom perspective. There is a lack of harmony between national and institutional policies resulting in the disparity founded on the presence of SDGs. The absence of an updated national policy on HE, contributes to the weak approach of SDGs in the HE institutional policies demonstrated by the absence of presupposes for the integration, implementation and materialisation of the goals by universities. This paper shows the current state of integration of SDGs in Mozambique HE policies.]]>
10.1504/IJHES.2022.128679
International Journal of Higher Education and Sustainability, Vol. 4, No. 2 (2022) pp. 115 - 133
Herieta Massango
Malaquias Zildo António Tsambe
Lars Geschwind
PatrÃcio Vitorino Langa
Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Osquars Backe 31, 100 44 Stockholm, Sweden; Department of Studies in Environmental Technologies, Faculty of Natural Science and Mathematics, Pedagogical University of Maputo, Lhanguene Campus, Maputo, Mozambique ' Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Osquars Backe 31, 100 44 Stockholm, Sweden; Department of Studies in Environmental Technologies, Faculty of Natural Science and Mathematics, Pedagogical University of Maputo, Lhanguene Campus, Maputo, Mozambique ' Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Osquars Backe 31, 100 44 Stockholm, Sweden ' Institute for Post School Studies, University of Western Cape, Cape Town, South Africa; Faculty of Education, Eduardo Mondlane University, Julius Nyerere Avenue, University Campus 3453 C, Maputo, Mozambique
sustainable development goals
SDGs
higher education
policies
2023-02-01T23:20:50-05:00
Copyright © 2023 Inderscience Enterprises Ltd.
4
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115
133
2023-02-01T23:20:50-05:00
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Tutor-student relationship and its role in promoting first-year students' adaptation to university
http://www.inderscience.com/link.php?id=128681
The role of tutor-student relationship in supporting first-year university students' adjustment to high academic demands is not broadly studied in South Africa. This study aimed to explore tutor-student relationship and its impact in promoting first-years' social and academic adjustment to higher education. We used data from a larger study that evaluated a tutorial programme in a university, in Johannesburg. Semi-structured interviews were used to collect data in both one-on-one interviews and focus group discussions. For this paper we used data from 13 participants. Findings demonstrate that the immense workload that students encounter is their primary challenge. However, a positive tutor-student relationship was greatly supportive to students' adaptation and success. We recommend that universities continue to invest in fruitful tutor-student relationships. Further research is also required to understand the role of the type, and nature of rapport effective in enhancing students' higher learning success in South Africa.
Tutor-student relationship and its role in promoting first-year students' adaptation to university
Oncemore Mbeve; Samantha Mhlanga
International Journal of Higher Education and Sustainability, Vol. 4, No. 2 (2022) pp. 134 - 151
The role of tutor-student relationship in supporting first-year university students' adjustment to high academic demands is not broadly studied in South Africa. This study aimed to explore tutor-student relationship and its impact in promoting first-years' social and academic adjustment to higher education. We used data from a larger study that evaluated a tutorial programme in a university, in Johannesburg. Semi-structured interviews were used to collect data in both one-on-one interviews and focus group discussions. For this paper we used data from 13 participants. Findings demonstrate that the immense workload that students encounter is their primary challenge. However, a positive tutor-student relationship was greatly supportive to students' adaptation and success. We recommend that universities continue to invest in fruitful tutor-student relationships. Further research is also required to understand the role of the type, and nature of rapport effective in enhancing students' higher learning success in South Africa.]]>
10.1504/IJHES.2022.128681
International Journal of Higher Education and Sustainability, Vol. 4, No. 2 (2022) pp. 134 - 151
Oncemore Mbeve
Samantha Mhlanga
African Centre for Migration and Society, University of the Witwatersrand (Wits), 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
first-year
university adjustment
student
tutor
tutor-student relationship
South Africa
2023-02-01T23:20:50-05:00
Copyright © 2023 Inderscience Enterprises Ltd.
4
2
134
151
2023-02-01T23:20:50-05:00