Addressing employability challenges of business graduates in Bangladesh: Evidence from an emerging economy perspective

2021 ◽  
Vol 30 (2) ◽  
pp. 83-94
Author(s):  
Mahi Uddin
Keyword(s):  
Higher Education ◽  
Emerging Economy ◽  
Education Sector ◽  
Quality Education ◽  
System Quality ◽  
Structured Interviews ◽  
Quality Teachers ◽  
Business Graduates ◽  
Graduate Employability ◽  
Skill Gaps

This study aimed to explore and address the employability challenges of business graduates in the higher education sector in Bangladesh. Data were collected through semi-structured interviews and analysed applying thematic analysis (N = 35, 77% male, mean age = 34 years). Findings revealed that skill gaps, lack of quality education system, quality teachers, industry-university collaboration, backdated course curriculum, and corruption are important challenges for graduate employability in Bangladesh. The study suggests improving communication skills, updating course curriculum, curbing institutional corruption, limiting student-teacher politics, hiring and promoting quality teachers, and industry-university collaboration as strategies to improve graduate employability. The findings may help employers, managers, graduates, academics, and policymakers in the higher education sector to identify and address graduate employability challenges in an emerging economy such as Bangladesh.

Prioritised challenges and critical success factors for delivering quality education in Malaysian private higher education institutions

2019 ◽  
Vol 27 (4) ◽  
pp. 465-492
Author(s):  
Azilah Anis ◽  
Rafikul Islam
Keyword(s):  
Higher Education ◽  
Hierarchical Model ◽  
Critical Success Factors ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Quality Education ◽  
Private Higher Education ◽  
Structured Interviews ◽  
Content Type ◽  
Critical Success

Purpose The purpose of this paper is to develop a hierarchical model to rank the challenges faced by the private Malaysian higher education institutions (HEIs) in the provision of quality education and subsequently their corresponding critical success factors (CSFs) to address those challenges. Design/methodology/approach A sequential mix method was adopted in this study. Semi-structured interviews with 29 participants were initially conducted to identify the challenges and CSFs. This was followed by a questionnaire survey involving 158 respondents to prioritise the identified findings. Thematic analysis was conducted in the qualitative stage, uncovering the challenges and their corresponding CSFs. Data for both stages were accumulated from internal and external stakeholders of Malaysian private HEIs. Finally, the four stages of the analytic hierarchy process (AHP) were applied to rank the challenges and CSFs. Findings The qualitative stage identified eight challenges, i.e. “academics”, “facilities”, “students”, “programmes and curriculum”, “competition”, “accreditation”, “finance” and “research” together with their corresponding CSFs. The AHP enables the ranking of these challenges. “Finance” has been found to be the most crucial challenge and “high competency in managing the institution’s finance” as the most important CSF to address this challenge. Research limitations/implications As the study restricted its focus on Malaysian private HEIs, the results may not be generalised for public HEIs and foreign private HEIs operating in Malaysia. Originality/value The hierarchical model developed in this study is deemed important for implementation to resolve the prioritised challenges. It spells out the specific areas in which the resources of Malaysian private HEIs need to be prudently disbursed and properly managed.

scholarly journals FOSTERING STANDARDIZATION AND QUALITY IN HIGHER EDUCATION- A STUDENTS’ PERSPECTIVE

2019 ◽  
Vol 58 (2) ◽  
pp. 17-31
Author(s):  
Nida Masroor ◽  
Muhammad Asim
Keyword(s):  
Higher Education ◽  
University Students ◽  
Quality Education ◽  
Corporate Sector ◽  
Limited Growth ◽  
Policy Makers ◽  
Business Graduates ◽  
Quality In Higher Education ◽  
The Growth Of Economy

Universities are specialized units aimed to deliver quality education and shaping future leadership to provide competent professionals to the industry. The establishment of ORIC in universities and significant increase in academia-industry linkage activities is strategic move towards achievement of the mentioned objectives. Bridging up the gap between academia and industry by adopting such strategies defines the successful role of HEIs. In view of increasing number of universities and continuous outflow of graduates it seems imperative to analyze and capitalize their potential towards the growth of economy. However, the unemployment ratio and limited growth in SME (Small & Medium sized Entities) sector reflect the insignificant absorption of graduates in corporate sector. The study aims to determine the factors that serve as barriers in achieving goals of HEIs by understanding the problems faced by university students in general and business graduates in particular on the basis of data gathered from 100 students from different universities present in Karachi. It shall also assists the policy makers in devising policy as per market demands, level of quality attained by universities, their involvement with corporate sector and in turn need of the industry to keep both parties at par in the fluctuating and contemporary era.

Rising importance of remote learning in India in the wake of COVID-19: issues, challenges and way forward

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Seema Joshi
Keyword(s):  
Higher Education ◽  
Education Sector ◽  
Learning System ◽  
Alternative Mode ◽  
Content Type ◽  
Future Earnings ◽  
Secondary Sources ◽  
Skill Gaps ◽  
Critical Issues ◽  
Remote Learning

PurposeThe present paper highlights the increasing importance of remote learning amidst the closure of educational institutions in India in the wake of COVID-19. This paper not only discusses critical issues and challenges that remote learning system in the higher education sector in India has been encountering amidst this pandemic but also sheds light on ways to deal with them.Design/methodology/approachThe paper makes use of secondary sources of data along with descriptive and comparative approaches to examine the issues, challenges and way forward for a transition from face-to-face teaching to remote learning in the case of India.FindingsThe paper suggests that greater use of this alternative mode of learning can be made for checking “human capital deficit,” preventing loss of future earnings (because of loss of education) and also for preparing a future-ready digital workforce to surf the Industry 4.0 wave. Besides, this can help to achieve the goal of “Education for all” and Sustainable Development Goal 4 (SDG 4). Among others, concerted policies for bridging skill gaps, forging partnerships and following equity-oriented policies for ensuring learning outcomes seem to be the way forward for a resilient education system.Originality/valueAs per our knowledge, no such study on the use of remote learning covering the higher education sector in India amidst COVID-19 has been done so far.

Linguistic hegemony in global recognition: English-mediated internationalisation at Indonesian higher education institutions

2022 ◽  
pp. 147821032110372
Author(s):  
Ahmad B Muslim ◽  
Didi Suherdi ◽  
Ernie DA Imperiani
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
High Standard ◽  
Quality Education ◽  
National Language ◽  
International Programs ◽  
Structured Interviews ◽  
Tertiary Sector ◽  
Overseas Students ◽  
Linguistic Hegemony

To increase global recognition and quality education, universities in Indonesia establish English-mediated International University Programs (IUPs). Within different capacities and resources, however, internationalisation sometimes preserves inequalities among Indonesian higher education institutions (IHEIs). This study investigates how the practice of English-mediated internationalisation may not only support global recognition and quality education but also perpetuate linguistic hegemony. Framed by Canagarajah’s (1999b) Linguistic Imperialism (LI) and Pennycook’s (2017) critical perspective of English as an international language, government document analysis and semi-structured interviews with lecturers and students reveal different international programs, ranging from deliberation to initial emergence. Most IUPs are deliberately designed to cater for international students by providing high-standard infrastructure, international curriculum and quality human resources in order to increase international admissions and partnerships which are essential for international recognition. Despite these attempts, several have not been successful in attracting international enrolments and recognition. In contrast, other programs are not deliberate but are initially emerging to become international and attract overseas students. The study also discusses some emerging linguistic hegemony between English and maintenance of national language in the internationalisation of the Indonesian tertiary sector.

scholarly journals The employability skills of business graduates in Syria

2017 ◽  
Vol 59 (1) ◽  
pp. 61-75 ◽  
Author(s):  
Rami M. Ayoubi ◽  
Kahla Alzarif ◽  
Bayan Khalifa
Keyword(s):  
Higher Education ◽  
Private Sector ◽  
Thinking Skills ◽  
Education Sector ◽  
Employability Skills ◽  
Business Sector ◽  
Content Type ◽  
Business Graduates ◽  
Further Development ◽  
Business Sectors

Purpose The purpose of this paper is to compare the desired employability skills of business graduates in Syria from the perspective of both higher education policymakers and employers in the private sector. Design/methodology/approach Interviews were conducted with 12 higher education policymakers and managers from the business sector. Content analysis was utilized to analyse the content of the interviews and the strategic priorities of the higher education sector in Syria. Findings Results revealed that although higher education policymakers focus more on societal, public and thinking skills for business graduates, the business sector focusses more on individual, private and practical skills. Accordingly, a comparative tool that aligns the two perspectives was developed in the study. The tool, based on the contradicting employability skills, identified four types of business graduates: leader, collective, technical and trainee. Research limitations/implications The study is limited by data collected before the current political instability in Syria in 2012. The data were collected only from official documents and interviews with policymakers and employers. Students were not part of the study. Practical implications The managerial tool developed at the end of the study will help both policymakers and the private sector to statistically allocate business graduates for better planning. The study provides recommendations to the different stakeholders in the higher education sector in Syria. Originality/value Although the majority of the previous literature raises the voices of the business sector, this study is one of the first studies that aligns the discrepant perspectives of the higher education and business sectors. The managerial tool developed in the study is original and usable by policymakers and the business sector, and it is subject to further development.

scholarly journals Entrepreneurial capacity-building in HEIs for embedding entrepreneurship and enterprise creation – a tripartite approach

2020 ◽  
Vol 48 (8) ◽  
pp. 881-899
Author(s):  
Neil Towers ◽  
Adhi Setyo Santoso ◽  
Nadine Sulkowski ◽  
John Jameson
Keyword(s):  
Higher Education ◽  
Capacity Building ◽  
Entrepreneurship Education ◽  
Integrated Approach ◽  
Education Sector ◽  
International Higher Education ◽  
Content Type ◽  
Graduate Employability ◽  
Enterprise Collaboration ◽  
Mind Set

PurposeThe aim of this paper is to conceptualise entrepreneurial capacity-building as an integrated approach within the international higher education sector. Whilst university–enterprise collaboration is recognised as being essential to promoting graduate employability and entrepreneurship, the lack of an integrated approach towards embedding entrepreneurship education and entrepreneurial capacity-building with an entrepreneurial skill and mind-set prevails in the higher education sector. With reference to the retail sector, increasingly competitive job markets and the need for entrepreneurial capacity-building place growing pressures on universities to nurture career-ready graduates with entrepreneurial acumen.Design/methodology/approachThe theoretical paper presents a rationale for embedding entrepreneurship education into university curricula and for promoting university–business collaboration. Secondly, it reviews the extent to which entrepreneurial capacity-building is institutionally embedded to foster graduate entrepreneurship, university–business collaboration and business incubation within one strategic framework. Finally, the paper proposes five propositions within a tripartite approach that can foster graduate entrepreneurs with entrepreneurial skills and mind-set, useful for existing enterprises and start-ups. The implications for these propositions are discussed.FindingsThe authors propose five propositions with a tripartite approach that can foster graduate entrepreneurs with entrepreneurial skill and mind-set, skills for creating enterprises and university–enterprise collaboration within one strategic framework.Practical implicationsIncreasingly competitive job markets and the need for entrepreneurial capacity-building place growing pressures on universities to nurture career-ready graduates with entrepreneurial acumen in social science (e.g. retail, business management and accountancy) and science (e.g. pharmacy, architecture and engineering) programmes centred within the tripartite approach.Originality/valueWhilst university–enterprise collaboration is recognised as being essential to promoting graduate employability and entrepreneurship, the tripartite integrated approach embeds entrepreneurship education and entrepreneurial capacity-building with an entrepreneurial skillset and mind-set in the international higher education sector.

scholarly journals APPLIED MANAGEMENT POST-COVID19: IMPLICATIONS FOR ACADEMIC MANAGERS IN PRIVATE HIGHER EDUCATION, BEYOND CRISES

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Hedda Martina Šola ◽  
Fayyaz Hussain Qureshi ◽  
Sarwar Khawaja
Keyword(s):  
Higher Education ◽  
Technology Implementation ◽  
Global Economy ◽  
Online Teaching ◽  
Academic Staff ◽  
Education Sector ◽  
Private Higher Education ◽  
Structured Interviews ◽  
Part Time ◽  
The Uk

<p>The outbreak of COVID-19 caused severe disruption to most sectors of the global economy, creating a spectre of fear, anxiety and uncertainty. The education sector has been one of the worst affected by the pandemic. The education sector is one of the heavily affected sectors. The pandemic forced educational institutions worldwide to close, cancel classes and shift towards remote working and online teaching. The purpose of this study is to investigate the implication of the COVID-19 pandemic on private higher education. Moreover, the study's main objective is to assess the pandemic's academic management, especially in private higher education. For this, different landscapes were examined, including pre, during and Post COVID-19, focusing on the post-COVID-19 implications. In addition, various publications and surveys have been analysed to find out about the COVID-19 followed-up changes happening in higher education and its management. For this particular study, qualitative research was employed by conducting nine semi-structured interviews with academic managers working in the private higher education sector in the UK to capture their experience insights about the implications, advantages, disadvantages, and challenges faced during the pandemic. The findings showed that workplace accessibility was the most affected factor; during the lockdown, the private higher education institutions (PrHEIs) could recruit highly qualified and experienced part-time academic staff, as they need to teach online. However, most of these part-time academic staff wanted to quit when face-to-face teaching starts, as they live far from their institutions. Only online teaching motivated them to join during the lockdown because it provided ease and convenience, no travelling time &amp; cost, freedom and autonomy. In addition, the online teaching amazingly increased the student attendance; higher pass rates but difficulties in engaging students in group activities. Another one of the challenges was the immediate adoption of online teaching and training of academic staff. Moreover, the reinvention of a new workplace approach and the high level of technology implementation to abide by the safety regulations will permanently transform the work routine. Therefore, most of the employees want to continue remote working in future.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0891/a.php" alt="Hit counter" /></p>

scholarly journals Balancing financial autonomy and control in agencification

2018 ◽  
Vol 31 (7) ◽  
pp. 794-810
Author(s):  
Budi Waluyo
Keyword(s):  
Higher Education ◽  
Education Sector ◽  
State Universities ◽  
Structured Interviews ◽  
Content Type ◽  
Financial Autonomy ◽  
The Government ◽  
Autonomous State ◽  
And Control ◽  
University Officials

Purpose The purpose of this paper is to explore the practices of financial autonomy and control the emerging issue of agencification in the higher education sector. Design/methodology/approach The practices are investigated using case studies from seven semi-autonomous state universities in Indonesia. The data were collected through semi-structured interviews with 17 respondents including university officials, policymakers, and experts. The interview results were analysed using an inductive-deductive approach. Findings This research highlights an unstable balance between financial autonomy and control practices in the universities. Autonomy supports agencification mainly by simplifying financial procedures and control is seen by university managers to be overemphasised compared to in the other state universities. Despite successes in introducing a business-like atmosphere within bureaucratic universities, questions about balancing financial autonomy and control remain. Research limitations/implications The small number of cases implies limited generalisability. The two characteristics used, size and parent ministries do not represent all university variabilities. Practical implications Agencification has become a key reform practice for state universities. Rather than using a “one size fits all” approach, the government needs a repertoire of models for these institutions. Originality/value This study provides empirical evidence of agencification in the higher education sector with an emphasis on the financial dimension of autonomy and control in a developing country setting.

scholarly journals Knowledge management in higher education institutions: enablers and barriers in Mauritius

2017 ◽  
Vol 24 (5) ◽  
pp. 366-377 ◽  
Author(s):  
Poonam Veer Ramjeawon ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Knowledge Sharing ◽  
Knowledge Creation ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Education Sector ◽  
Structured Interviews ◽  
Enabling Factors ◽  
Content Type

Purpose The purpose of this study is to contribute to research on knowledge management in higher education institutions (HEIs), by studying the enablers and barriers to knowledge management in a country with a developing higher education sector, Mauritius. Design/methodology/approach Semi-structured interviews were conducted with senior staff in the main public and private HEIs in Mauritius. Questions focused on knowledge management, including relevant barriers and enabling factors to knowledge creation, knowledge sharing and knowledge transfer. Findings Although participants were able to discuss knowledge management, none of the universities had a knowledge management strategy. Moreover, more barriers than enablers to knowledge management were identified. Barriers included: a lack of policies and reward mechanisms, resources, data, funding and time for research, coupled with frequent leadership changes, a lack of a knowledge-sharing culture and research repositories and weak industry–academia linkages. Enablers were perceived to be: qualified and experienced academic staff in public HEIs, information technology (IT) infrastructure and library/digital library and some incentives for knowledge creation and transfer. Originality/value Previous research on knowledge management in universities has focused on countries with a relatively well-developed higher education sector. This research contributes by focusing on the perceived barriers and enablers to knowledge management in a country with a small and developing higher education sector.

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