Characteristics of Growth in the Education Industry — Illustrations from US Education Businesses

2007 ◽  
pp. 176-194 ◽  
Author(s):  
Guilbert C. Hentschke
Keyword(s):  
Education Industry

“A Study on the Influence of Rewards on Job Satisfaction With Special Reference to Education Industry in Oman”

2019 ◽  
Vol 118 (1) ◽  
pp. 114-124
Author(s):  
Mrs Nithya Sambamoorthy ◽  
Mr Subhash Kodiyil Raman ◽  
Mr Bhraguram Thayyil
Keyword(s):  
Job Satisfaction ◽  
Special Reference ◽  
Secondary Data ◽  
The Other ◽  
Primary Data ◽  
Other Hand ◽  
Education Industry ◽  
College Of Technology ◽  
Main Factors ◽  
Structured Questionnaire

This research is an examination and a study on the influence of rewards on job satisfaction of lecturers at Shinas College of Technology (ShCT). In academic industry, rewards are one of the factors that affecting job satisfaction of the employees and this will lead to affect their performance in their jobs. So, when rewards are more the job satisfaction will be high and when rewards are less the job satisfaction will be less. On the other hand, the age will not affect the job satisfaction. Previous research reveals that Job satisfaction is very important to success the industry and the rewards are the main factors which affect job satisfaction. The main purpose of this study is to know the influence of rewards in job satisfaction among the lecturers in ShCT. Moreover, this research attempts to identify how much rewards affect the job satisfaction in ShCT.  For this study used two types of data which are: primary data and secondary data. The sources of primary data is the response from lecturers at ShCT. It is collected through structured questionnaire and distributed such to 60 respondents. Secondary data, collected from internet, books, journals, articles etc.

LEADERSHIP AND MANAGEMENT OF EDUCATION INSTITUTIONS IN IMPROVING HUMAN RESOURCES IN INDONESIA

2018 ◽  
Vol 1 (3) ◽  
pp. 38-55
Author(s):  
M. Ihsan Dacholfany ◽  
Eko Susanto ◽  
Andi Noviandi
Keyword(s):  
Human Resources ◽  
Evaluation System ◽  
Educational Institutions ◽  
Academic Excellence ◽  
Educational Facilities ◽  
Leadership And Management ◽  
Education Industry ◽  
System Improvement ◽  
The Government

Educational institutions in Indonesia are expected to produce superior human resources and compete to have insight into science and technology. To achieve this expectation, educational institutions should strive and play a role in optimizing and achieving academic excellence, particularly in education, industry relevance, for new knowledge contribution, and for empowerment. Recognizing the importance of the process of improving the quality of human resources, the government, managers of educational institutions, educators and learners in Indonesia are striving to achieve the goals, vision and mission through various activities to build a better quality education through the development of human resources development and improvement of curriculum and evaluation system, improvement of educational facilities, the development and procurement of teaching materials, and training for teachers and education personnel to be more advanced and developed than other countries.

scholarly journals Solo self-employment, entrepreneurial subjectivity and the security–precarity continuum: Evidence from private tutors in the supplementary education industry

2021 ◽  
pp. 0308518X2110092
Author(s):  
Sarah L Holloway ◽  
Helena Pimlott-Wilson
Keyword(s):  
Occupational Choice ◽  
Entrepreneurial Activity ◽  
Development Economic ◽  
Long Term Outcomes ◽  
Dominant Form ◽  
Policy Makers ◽  
Supplementary Education ◽  
Self Employment ◽  
Education Industry

Entrepreneurship is regarded by policy makers and politicians as an accelerant for economic development. Economic geography demonstrates that rather than stimulating entrepreneurship in general, policy makers should support specific forms of entrepreneurship that fuel wider growth. The paper's original contribution is to insist that entrepreneurship research must also explore less growth-oriented, but crucially very widespread, forms of entrepreneurial activity. The paper therefore places solo self-employment – the self-employed without employees – centre stage as an exemplar of this trend. Research is presented on private tutors who run businesses from home, offering children one-to-one tuition in the burgeoning supplementary education industry. The paper scrutinises the causes, configuration and consequences of such solo self-employment as an economically marginal, but numerically dominant, form of entrepreneurship. In so doing, it makes three conceptual advances in the exploration of heterogeneous entrepreneurship. First, in examining why individuals become self-employed, the paper moves beyond classic efforts to understand entrepreneurship through binary push/pull mechanisms in models of occupational choice. Instead, the analysis demonstrates the importance of risk in entrepreneurship and paid employment, highlighting the multiple pathways into solo self-employment as opportunities and constraints coalesce in individual's lives. Secondly, in considering how the solo self-employed think about business, the research breaks through conventional definitions of entrepreneurship to demonstrate that solo self-employment involves a distinctively entrepreneurial subjectivity and practices. Thirdly, by investigating the consequences of solo self-employment, the findings transcend dualist interpretations of self-employment as the realm of entrepreneurial wealth or economic precarity, highlighting instead a security–precarity continuum in immediate and long-term outcomes.

Overcoming the White Knight Complex: Social License and Internationalization for Society

2021 ◽  
pp. 102831532110162
Author(s):  
Svetlana Kostrykina
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
International Education ◽  
Service Industries ◽  
Local Context ◽  
Social License To Operate ◽  
Education Industry ◽  
Social License ◽  
Common Purpose ◽  
Internationalization In Higher Education

The article investigates the concept of internationalization in higher education for society (IHES) and discusses the role of social license to internationalize, its contextual variations, and implications for internationalization practices in New Zealand and Indonesia. The notion of social license to operate is common in the extraction and some service industries; however, the concept of social license to internationalize constitutes an innovative direction for research concerned with IHES and the global international education industry. Social license to internationalize emerged as a pivotal feature of internationalization practices in New Zealand and Indonesia. It reflected the public recognition of IHES, manifested in the cultural and social value of internationalization. The construction of social license to internationalize presented itself as a strategic priority for the governments and higher education institutions (HEIs) in both research settings. The conceptual underpinnings of social license to internationalize, and hence the means of constructing the latter varied depending on the local context, but they served a common purpose of reification of internationalization practices. The study of social license to internationalize contributes to a broader discussion on IHES and sheds lights on the mechanisms of building meaningful and mutually beneficial connections between the stakeholders of the global international education industry and the wider public.

Sign in / Sign up

Export Citation Format

Share Document