Correction to: Student’s trust in the university: analyzing differences between public and private higher education institutions in Brazil

There is a great demand to improve the research landscape among Higher Education Institutions in Cebu City. The objective of the research survey is to provide an inventory of research capability among the HEIs. Thereon, the data can be used to assist each HEI in the formulation of strategy to strengthen its research function. The study used the descriptive survey type of research that ascertains the research capability of the selected public and private higher education institutions in Cebu City. A self-made research operation profile survey questionnaire and interview guide sheet was utilized. The findings revealed that a very important institutional support in cultivating and nurturing the research climate are research incentives. Same importance in boosting the researchers would be the provision of facilities and equipment in support of research function. Primary facilities provide better research sources and output, while incentives provide good attraction to undergo research. HEIs research activities obtained their funding from their institutional budgets; however, they generate other funding sources and linkages to external agencies to support research initiatives. Aggregate of faculty and student researchers were considered to be important resources in research undertaking. An often neglected, but equally important aspect of research is the dissemination and utilization of research results. Research team development, evaluation of research and dissemination of research were the most common management needs of Cebu research directors. The public and private HEIs were generally capable in their research functions and undertakings. However, there are critical points that need attention and improvements. Keywords - Educational Research; Descriptive-survey study; Research Capability of public and private HEI’s; Cebu City, Philippines, Asia

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Teaching Effectiveness in Private Higher Education Institutions in Botswana: Analysis of Students’ Perceptions

International Journal of Higher Education ◽

10.5430/ijhe.v7n3p143 ◽

2018 ◽

Vol 7 (3) ◽

pp. 143 ◽

Cited By ~ 1

Author(s):

Som Pal Baliyan ◽

Fazlur Rehman Moorad

Keyword(s):

Higher Education ◽

Teaching Effectiveness ◽

Higher Education Institutions ◽

T Test ◽

Private Higher Education ◽

Significant Difference ◽

Private Higher Education Institutions ◽

High Level ◽

The University ◽

Descriptive Survey

This quantitative study analyzed the perceptions of students on teaching effectiveness in private higher education institutions in Botswana. An exploratory and descriptive survey research design was adopted in this study. A valid and reliable questionnaire was used to collect data through a survey of 560 stratified randomly sampled students in private higher education institutions in Botswana. A One sample t-test and an Independent t-test were used for data analysis. A significant high level of teaching effectiveness was determined. Several items measuring teaching effectiveness contributed significantly negative to teaching effectiveness and therefore, it was recommended that lecturers should use strategies to improve on those areas of teaching to enhance their teaching. No difference in teaching effectiveness was determined with respect to age, gender and nationality of the students. However, there was a significant difference in the students’ perceptions on teaching effectiveness between the university and the non- university institutions and, lecturers were found to be more effective in their teaching at the universities as compared to the lecturers in the non -university institutions. Therefore, a further study exploring the factors contributing to such differences is recommended to improve the quality of teaching in the non- university type of private higher education institutions in Botswana.

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The Efficiency of Public and Private Higher Education Institutions in Poland

Gospodarka Narodowa ◽

10.33119/gn/128218 ◽

2020 ◽

Vol 304 (4) ◽

pp. 33-51

Author(s):

Łukasz Brzezicki

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

Private Higher Education ◽

Public And Private ◽

Private Higher Education Institutions

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Przedmioty historycznoprawne na polskich wydziałach prawa

Prawo ◽

10.19195/0524-4544.330.9 ◽

2020 ◽

Vol 330 ◽

pp. 149-186

Author(s):

Piotr Kantor-Kozdrowicki ◽

Małgorzata Materniak-Pawłowska ◽

Jacek Przygodzki

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

Private Higher Education ◽

Public And Private ◽

History Of ◽

History Of Law ◽

Private Higher Education Institutions ◽

Polish Law

Subjects relating to the history of law at Polish law faculties The article is devoted to subjects relating to the history of law taught at Polish law faculties. It is divided into two parts. The fi rst encompasses an analysis of subjects relating to the history of law, the second — to subjects associated with political and legal doctrines. The author analyses the teaching at public and private higher education institutions. The HEIs have been classifi ed on the basis of the 2018 faculties of law ranking of the Rzeczpospolita daily. The authors sought to examine, on the basis of the curricula published on the faculties’ websites, the teaching in not just law programmes, but also other programmes run by the faculties of law, e.g. undergraduate and graduate administration programmes or security undergraduate and graduate programmes. When it comes to non-public HEIs, the article focuses on the best four faculties of law in the Rzeczpospolita ranking. Die rechtsgeschichtlichen Fächer an den polnischen rechtswissenschaftlichen Fakultäten Der Beitrag ist der rechtsgeschichtlichen Didaktik an den polnischen rechtswissenschaftlichen Fakultäten gewidmet. Er besteht aus zwei Teilen. In dem ersten wurden die rechtsgeschichtlichen Fächer analysiert und der zweite ist den Fächern aus dem Bereich der politischen und rechtlichen Lehre gewidmet. Im Text wurde die Didaktik an öff entlichen und nicht öff entlichen Hochschulen geschildert. Die Reihenfolge der einzelnen Zentren ergibt sich aus ihrer Position in dem Ranking der Rechtsfakultäten der Zeitung „Rzeczpospolita” aus dem Jahre 2018. Die Autoren versuchten, anhand der Lehrprogramme, die auf den Internetseiten der Fakultäten veröff entlicht werden, die Didaktik nicht nur an der Fachrichtung Recht darzustellen, sondern auch an anderen Fachrichtungen, die durch die juristischen Fakultäten geführt werden, wie z.B. an der Fachrichtung Verwaltung (Bachelor- und Masterstudiengang) oder Sicherheit (Bachelor- und Masterstudiengang). Hinsichtlich der nicht öff entlichen Schulen, so wurden die nach der Rangliste der „Rzeczpospolita“ vier besten rechtswissenschaftlichen Fakultäten analysiert.

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From Peril to Promise: Repositioning Higher Education for the Reconstruction of Africa’s Future

International Journal of African Higher Education ◽

10.6017/ijahe.v3i1.9637 ◽

2016 ◽

Vol 3 (1) ◽

Cited By ~ 3

Author(s):

Ibrahim Oanda ◽

Ebrima Sall

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

Private Higher Education ◽

Institutional Autonomy ◽

African Union ◽

Public And Private ◽

Policy Makers ◽

Development Partner ◽

Research And Innovation ◽

Private Higher Education Institutions

What efforts and policy commitments need to be made, to ensure that higher education in Africa is central to realizing Africa’s development imperatives? Both in Africa and among the development partner community, academics and policy makers recognize the importance of higher education for Africa’s development. Public and private higher education institutions are expanding, boosting enrollments. In most countries, new buffer bodies have been created to provide governance oversight, guarantee greater institutional autonomy from undue political control, and strengthen the institutions, to allow them engage in national and continental development issues. Greater policy commitments from the African Union Commission (AUC) have rejuvenated regional higher education bodies working to set quality assurance frameworks, and reorganized commissions for science and technology that are mobilizing funding for research and innovation for higher education institutions. Are these developments leveraging higher education institutions to play new important roles in crafting Africa’s future? What will it take for Africa’s higher education to be pivotal in reconstructing Africa’s future?---Quels sont les efforts et les engagements politiques qui doivent être mis en œuvre pour s’assurer que l’enseignement supérieur joue un rôle central dans la réalisation des impératifs de développement en Afrique ? Que ce soit en Afrique ou parmi la communauté des partenaires du développement, les universitaires et les décideurs politiques reconnaissent l’importance de l’enseignement supérieur pour le développement du continent. Les établissements d’enseignement supérieur publiques et privés se développent, entraînant une augmentation des inscriptions. Dans la plupart des pays, de nouveaux organismes tampons ont été créés afin d’assurer une surveillance de la gouvernance, de garantir une plus grande autonomie institutionnelle vis-à-vis d’un contrôle politique injustifié, et de renforcer les institutions pour leur permettre de s’engager pleinement dans des enjeux de développement à l’échelle nationale et continentale.Un plus grand engagement politiques de la part de la Commission de l’Union Africaine (CUA) a permis de revivifier l’activité d’organismes régionaux d’enseignement supérieur chargés d’instaurer des cadres d’assurance qualité, et de mener à la réorganisation des commissions pour la science et la technologie qui mobilisent les fonds pour la recherche et l’innovation destinés aux établissements d’enseignement supérieur. Ces développements ont-ils poussé les institutions d’enseignement supérieur à jouer d’importants nouveaux rôles dans l’élaboration de l’avenir africain ? Que faudra-t-il faire pour que l’enseignement supérieur en Afrique devienne central dans la reconstruction de l’avenir de l’Afrique ?

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