Project Based Internationalization as a Driving Force for Change Management in Higher Education Institutions in Latvia

Education is considered as a driving force to accomplish the work efficiently. In this regard, business studies play an essential role in increasing the capabilities and skills of the individual as entrepreneurial orientation increase employment opportunities and act as a driving force to boost up the country’s economy. Higher Education Institutions’ role is significant in imparting entrepreneurial education among students, as Pakistani Higher Education Institutions have established the Entrepreneurship and Development Center (EDC), which is responsible for entrepreneurial training, seminar, workshops, discussion sessions, conferences, and entrepreneurial fairs. This paper aims to review the entrepreneurial education in developing Asia, specifically in Pakistan. This study is based on secondary data, taken from 30+ journal papers, 5+ HEC Annual Reports, and 4+ books in order to investigate the current trends of entrepreneurial education in developing countries, especially in Higher Education Institutions of Pakistan. The result shows that confronted challenges of entrepreneurial education in Pakistan are untrained staff in EDC, curriculum flaws, less governmental support, lack of subject experts and qualified faculty, and frequent changes in higher administration of universities. Recommendations have proposed for entrepreneurial success in Pakistani HEIs, and a model is proposed to follow.

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A content analysis of change management strategies used in technological transitions in higher education institutions from the lens of a strategic alignment framework

Online Learning ◽

10.24059/olj.v25i3.2395 ◽

2021 ◽

Vol 25 (3) ◽

Author(s):

Ingrid Guerra-López ◽

Siba EL Dallal

Keyword(s):

Higher Education ◽

Content Analysis ◽

Change Management ◽

Higher Education Institutions ◽

Management Strategies ◽

Strategic Alignment ◽

Research Literature ◽

Educational Mission ◽

Technology Innovations ◽

Efficiency And Effectiveness

Technology innovations have the potential to significantly strengthen the ability of higher education institutions to deliver on their core educational mission with greater quality, efficiency, and effectiveness. Not surprisingly, managing technological changes is among the chief concerns for institutional leaders, and yet there is a dearth of research that provides concrete frameworks for managing this type of change in a higher education context. Using Guerra-López and Hicks’s Learning and Development Strategic Alignment (LDSA) framework, this qualitative study used a directed content analysis approach to develop a contextualized framework for planning and managing technology change in higher education institutions. The findings suggest that there is a meaningful fit between specific change management strategies found in the learning management systems (LMS) transition research literature and the LDSA framework. The various strategies were synthesized and grouped around LDSA dimensions and core functions, resulting in a technological change management framework contextualized for higher education.

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Exploring the Implementation of Ethics in U.K. Accounting Programs

Issues in Accounting Education ◽

10.2308/iace.2008.23.2.183 ◽

2008 ◽

Vol 23 (2) ◽

pp. 183-198 ◽

Cited By ~ 37

Author(s):

Firoozeh Ghaffari ◽

Orthodoxia Kyriacou ◽

Ross Brennan

Keyword(s):

Higher Education ◽

Curriculum Design ◽

Driving Force ◽

Higher Education Institutions ◽

Accounting Education ◽

Financial Accounting ◽

Educational Institutions ◽

Accounting Curriculum ◽

Accounting Scandals ◽

Survey Results

Accounting education researchers, as well as practitioners, have identified the need for ethics in the accounting curriculum. This paper explores efforts of U.K. higher education institutions to integrate ethics into the accounting curriculum. Specifically, our survey of U.K. educational institutions suggests that ethics is widely included in the accounting curriculum and is predominantly taught in upper-division courses, especially in financial accounting and auditing. Our survey results also indicate that a substantial minority of U.K. universities see recent accounting scandals as a driving force behind the inclusion of ethics in the curriculum. Finally, our survey results suggest that, while most U.K. universities include ethics in the accounting curriculum, different factors influence curriculum design across university types.

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