International Journal of Higher Education and Sustainability (6 papers in press)
The Risk of Intellectual Decadence: Stakeholder Organizations and the Neglect of the Human Sciences in Universities in the Arabian Gulf
by Samia Costandi, Allam Mohammed Hamdan
Abstract: Higher education institutions in the Arabian Gulf region today, which have mushroomed and proliferated in the past ten to fifteen years, have been constructing themselves along models of Western universities at the levels of governance, programs, and structure. At the outset of the twenty first century, universities have globally experienced a drastic shift in their governance from republics of scholars to stakeholder organizations. In this paper, we discuss and deconstruct some of the consequences of that drastic shift, paramount among which is the downsizing and neglect of the human sciences/humanities departments. Since critical thinking thrives in the departments of the social sciences/humanities, we believe that universities in this region in their present state face the serious challenge of generating indigenous knowledge that fulfils the needs of citizens within this region, knowledge that draws upon the culture, history, and geography of the area and responds to the specific needs of citizens in this area. We draw on the literature, on our philosophy of education, and on our personal experiences as academics who work in a higher education institution in this region.
Keywords: Risk of Intellectual Decadence; Academic Freedom; Human Sciences/Humanities; Universities in the GCC.
Prior Knowledge and Academic Performance in First Year Accounting Course
by Ismaila Yusuf
Abstract: The study is motivated by the poor performance of students in their first year accounting course despite meeting up with the minimum entry requirement based on NUC BMAS and UTME. The paper examines the impact of prior knowledge from the conceptual and metacognitive dimensions on academic performance in the first year accounting course. Using filters, 408 students of the Federal University Dutsinma, Nigeria in the 2012/2013 to 2015/2016 academic sessions were adopted for the study. Ordinal regression adopting the ordered logit procedure in STATA was carried out. Prior knowledge was found to have significant impact on the performance in the first year accounting course. Findings showed that the joint impact of conceptual and metacognitive knowledge outweighs that of either conceptual or metacognitive. We therefore recommend among others that a composite scoring system incorporating conceptual and metacognitive knowledge variables be designed and used for admission placement in BSc Accounting, BSc Management and BSc Economics.
Keywords: prior knowledge; conceptual knowledge; metacognitive knowledge; accounting course; ordinal regression; NUC BMAS; UTME; accounting education.
Role of the success of Cloud Computing in MOOC in Online education Environment
by Saikat Gochhait
Abstract: The objective of the paper will be focussed on providing framework for identifying the key dimensions in the impact of Cloud Computing for MOOC among the learner, trainer, university and industry.. The study will help in creating impact to enhance the e-learning environment with implementation of Cloud Computing for MOOC in India..
Keywords: MOOC; Collaborative learning; Flip classroom; Cloud Computing,GER (Gross Enrolment Ratio).
A Know Your Student (KYS) Analysis: A case study on the students of a higher education institute in India
by JISHNU BHATTACHARYYA, Manoj Kumar Dash
Abstract: The education system in India is often found to be irrelevant when it comes to adding value to its student. It is often seen that there is some gap between the academic institute and the student, primarily due to lack of knowledge and understanding on student population. Tradition analysis tools like SWOT may not be much helpful in this situation. In this paper, a new analysis tool and its application is discussed, KYS Analysis. The KYS Analysis tool presents a framework for helping the academic institutes identify and prioritize the academic and non-academic goals, and to further identify the strategies of achieving them. KYS analysis is a technique used to analyse the demography, resource, academic background, family background, strengths, weaknesses, opportunities, threats, core competency, obstacles, interest, choice, technology use pattern, and expectations of students. The attribute choice in KYS Analysis completely depends on the current and future need of the institute and therefore, based on the requirements KYS Analysis may need to be modified and updated.
The application and use of KYS Analysis tool is demonstrated using a sample survey of the students of Atal Bihari Vajpayee-Indian Institute of Information Technology and Management (ABV-IIITM), Gwalior, India. This study will certainly help in developing new strategies to add competitive advantage in any academic institutions in India or any other similar emerging economics around the world. The study discusses the various possible applications of the insights derived from the analysis to solve managerial problems. The practical importance of this article is to contribute to the management decision making process and the use of the insights derived from the analysis by the higher education authorities and/ or the institutions. The article will be useful to a wide range of readers who are engaged in education management and struggling to retain competence and stay competitive in the academic world.
Keywords: Know Your Student; Survey; Relevance; Management; Data Driven Decision Making; Education Technology; Quality; Higher Education; Pedagogy; Education Management; Educational Reform; Developing Countries; Quality of Education; Students' Expectations; Information system; Strategic Alignment; Evaluation Model.
A tracer Study on Employability of Business and Economics Graduates at Bahir Dar University
by Zeleke Siraye, Tiruneh Abebe, Mandefro Melese, Teramaj Wale
Abstract: The objective of this study was to evaluate the performance of Business and Economics College graduates with regard to securing employment and effectiveness in the labor market. Through reference and purposive sampling method, a total of 180 previous graduates of the college and their supervisors were drawn from public and private organizations in Ethiopia. A 51 items questionnaire containing selected employability skills including academic skills was prepared in dual response format and distributed to graduates and their supervisors. In this study the Borich training needs assessment model was used to identify and prioritize the skills most in need to enhance the curriculum at Bahir Dar University College of business and economics. According to the perception of supervisors, the findings revealed that Problem solving skills, Information technology skills, Adapting to change and Risk taking skills were the skills with the highest mean weighted discrepancy score, indicating a high need for curriculum enhancement. According to the perception of graduates however, identifying problems and making decisions in short time period were skills with the highest mean weighted discrepancy score and high need for curriculum enhancement. In this study, Subject understanding/Academic skills were rated by supervisors with moderate discrepancy score and moderate need for curriculum enhancement. Finally it is recommended that the current curriculum in the college of business and economics should be enhanced to mirror the skills presented in this study through work-based exercises and learning.
Keywords: Employability; employability skills; Ethiopia; labor market; graduates; curriculum.
UNIVERSITY ACCESS AND COMPARATIVE DISADVANTAGE IN NIGERIA: A REFLECTION ON THE CRITICALITY OF EQUITY FOR SUSTAINABLE DEVELOPMENT
by Jennifer Agbaire
Abstract: Notwithstanding the revamped attention to equity in higher education the world over, it is pertinent to realistically address several fundamental issues if equitable access to higher education for sustainable development is indeed envisaged. What is the understanding of equal in the context of everyday African society and how has this affected access policy implementation? What roles have existing higher education access practices played in achieving inclusion of marginalised groups? Could policy definitions of disadvantage, under-representation and vulnerability have been misplaced, flawed, or outdated? What should new equity reforms be targeted at, or more problematic, how should they be targeted? These profound questions provoke the thinking in this paper using the lingering crisis of university admission in Nigeria as a case study within the context of the United Nations Sustainable Development Goals (SDGs). The paper critically reflects on the countrys merit-driven application system and ambiguous quota admissions policy to illustrate the possibility of persistent exclusion and heightened inequalities should the status quo remain. It ultimately calls for the need to contextually rethink equity policies and practices towards the achievement of the SDGs.
Keywords: Nigeria; higher education; access; equity; sustainable development.