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.
A Proposed Entrepreneurship Education Curriculum Framework
by Remy Nyukorong
Abstract: Higher institutions of education in Ghana have been greatly criticised and outright indicted for the outmoded and vaguely relevant curriculum, purportedly churning out graduates who lack the desired employable skills in the world of work. Therefore, the purpose of the current paper is to propose a curriculum framework for entrepreneurship education in Ghana aimed at promoting graduate employability and fostering the spirit and practice of entrepreneurship. The proposed curriculum was established based on the assumption that every student needs to acquire the knowledge, skills and attitude of entrepreneurship. Pedagogical strategies for the implementation of the entrepreneurship curriculum are discussed. For the proposed curriculum to be effectively operationalised, the paper suggests that the government, policymakers, higher education institutions and businesses all have a role to play in encouraging greater support for entrepreneurship in the tertiary education sector.
Keywords: entrepreneurship education curriculum; graduate employability; higher education; pedagogical strategies.
Its all about subjective norms: Understanding undergraduate involvement in extracurricular organizations related to sustainability
by J. Tom Mueller, Austin Barrett, Grace Wildermuth, Andrea Ferich, Alan Graefe
Abstract: This study used a large sample (n=1,940) of university undergraduates to understand if students who are active members of a student organization with a focus on environmental sustainability had a higher level of environmental concern and knowledge, as well as a higher likelihood to engage in environmentally conscious behaviours than students who are not. Additionally, this study used the Theory of Planned Behaviour to understand the factors that predict future intention to participate in a student organization with a focus on environmental sustainability. Students who were active members of environmental sustainability focused organizations tended to be more knowledgeable about the environment, have more concern for the environment, and were more likely to engage in environmentally conscious behaviours compared to students who were not members of these organizations. Subjective norms were the strongest predictor of future intentions to participate in a student sustainability organization.
Keywords: sustainability; higher education; student organizations; environmentalism; theory of planned behavior; subjective norms.
The pedagogy of good PhD supervision
by Tasawar Nawaz
Abstract: During the last decade, the scope and scale of higher education have changed dramatically in which internationalisation, often confused with globalisation, has led to more extensive pattern of activity and collaboration. Whilst internationalisation of higher education have paved way for higher education institutions (HEIs) to attract good quality international students to accumulate economic and intellectual capital, it has also introduced some unanticipated challenges for the HEIs. One such challenge is the lack of academics availability and/or willingness to undertake postgraduate (PhD, in particular) supervision. Such dilemmas have become increasingly inevitable in many universities in the UK given the increasing postgraduate enrolments conjoined with the introduction of teaching excellence framework and limited number of academics willing to take up supervisory roles. Against this background, the main contribution of this paper is to identify the factors affecting academics choice to opt-in/opt-out of the supervisory role as a direct result of a change in universitys strategic policies and offer a balanced approach to match the student (prot
Keywords: internationalisation; higher education; PhD supervision; student-supervisory dilemmas; teaching-and-research excellence framework; game of league tables.
Student Engagement Integration to the Assessment Process: A Proposed Framework by the Computer Science Program at The American University of Kuwait - AUK
by Aaron Rababaah, Ahmad Rabaa'i
Abstract: Student engagement can be defined as the degree of interest, attention and initiativity students show throughout their learning experiences on and off classrooms. While quality of education can be measured in number of ways, student engagement stands out as one of the most critical measure that single-handedly could draw the line between failure and success for students as well as educational institutions. Traditional assessment process exemplified by the ABET accreditation standards addresses many important and critical student outcomes such as analyze problems, design, implement, evaluate, work in teams, communicate effectively, etc. but, it does not address student engagement. This paper presents our efforts at the Computer Science Program at AUK to propose a framework of assessment process that integrates student engagement as an essential part of the student outcomes of the ABET criteria. We present a well-defined and outlined design of the proposed process that defines student engagement as a student outcome and designs all necessary mappings, assessment tools, performance indicators, etc. that assures the continuous monitoring, tracking and improvement of this new outcome. Although literature has number of attempts to address student engagement but our approach is unique by proposing that student engagement be integrated to ABET criteria so that sustainability of student engagement is improved compared to managing it in a separate process. We believe that our model is effective and efficient and we hope that ABET would consider adopting it in the future.
Keywords: student engagement; assessment process; ABET; accreditation.
Bruneian Youth’s intentions to study Entrepreneurship in Higher Education : An exploratory study
by Sallimah Salleh, Kumar Laxman
Abstract: One of the main aims of this study was to assess how direct factors (attitudes, social, and perceived control factors) and indirect factors (attitudinal beliefs, normative beliefs and control beliefs) of the theory of planned behaviour (TPB) can be applied to predict Bruneian youths’ intentions to study entrepreneurship in higher education. The study also sought to ascertain the entrepreneurial orientation of the youths in Brunei Darussalam. Collected data was statistically analysed using simultaneous equation modelling (SEM). The results of the SEM tests chiefly show that: A) twenty-nine per cents of youths’ intentions to study entrepreneurship in higher education are influenced by the direct factors, which are, their attitudes, the subjective norms, and their perceived behavioural control. Other factors not investigated in the study may be influencing youths’ intentions as well. B) The strength of the relationship of the influencing direct factors with youths’ intentions to study entrepreneurship in higher education is 34% due to attitudes, 32% due to subjective norms, and 26% due to perceived control factors. Two attitudinal indicators that are valid and reliable to measure youths’ attitudes towards studying entrepreneurship in higher education are their feelings of usefulness/worthlessness and unpleasantness/pleasantness when studying entrepreneurship. The only valid and reliable indicator of the subjective norms which influenced youths’ intentions to study entrepreneurship in higher educations was governments’ expectation for them to study entrepreneurship in higher education. The only valid and reliable indicator of the youths’ perception of the control factors influencing their intentions to study entrepreneurship in higher education is their capability to study entrepreneurship. Lastly, the results showed that they somewhat agreed that i) they want, will and intend to study entrepreneurship in higher education; ii) they believed that getting recognition, being challenged and achieving respectable status in society are desirable if they were to study entrepreneurship in higher education; iii) they believed that their parents’ and government’s approval of their studying entrepreneurship in higher education are important in influencing their intentions to study entrepreneurship in higher education; and iii) they believed that the use of ICT in studying entrepreneurship and on-the-job assignment are two factors that influence the likelihood of their studying entrepreneurship in higher education.
Keywords: Entrepreneurship education