scholarly journals Competitiveness, entrepreneurship, and economic performance: Evidence from factor-, efficiency-, and innovation-driven countries

2019 ◽  
Vol 64 (221) ◽  
pp. 33-64
Author(s):  
Nasrin Rostami ◽  
Mohsen Khyareh ◽  
Reza Mazhari
Keyword(s):  
Higher Education ◽  
Positive Impact ◽  
Empirical Studies ◽  
Social Progress ◽  
Entrepreneurial Activity ◽  
Favourable Effect ◽  
Medium Term ◽  
Technological Readiness ◽  
Entrepreneurial Behaviour ◽  
The Impact

Many scholars have highlighted the importance of economic competitiveness for entrepreneurial activity, and hence economic growth. However, few studies quantitatively analyse the interrelationship between competitiveness and its role in increasing entrepreneurial activity at various stages of development. The aim of this study is to fill this gap in the entrepreneurship literature and to study the causal relationship between the ?pillars? of competitiveness and the different macroeconomic effects of entrepreneurship, mediated by entrepreneurial behaviour, in a panel of 81 factor-, efficiency-, and innovation-driven countries during 2012-2017. Using a MIMIC model, the results show that innovation, higher education, and technological readiness have a positive and significant impact on the level of entrepreneurial activity in the three groups of countries. In addition, development of the financial market and market size has a positive impact on entrepreneurship in factor-driven countries. Higher education and institutional strengthening have a positive and significant impact on the level of entrepreneurship in the efficiency- and innovation-driven countries, but are not significant in factor-driven countries. Moreover, the impact of infrastructure on the level of entrepreneurial activity in the factor-, efficiency-, and innovationdriven countries is positive. Good entrepreneurial behaviour generates a simultaneous and/or medium-term favourable effect on the growth of gross domestic product, exports, imports, and employment rate. Therefore, besides immediate growth, it also assures sustainable economic and social progress in the analysed countries. Our results confirm previous findings of empirical studies in the field. These findings are consistent with received economic theory on how national context affects entrepreneurial activity.

scholarly journals The Impact of Service Climate and Job Satisfaction on Service Quality in a Higher Education Platform

2017 ◽  
Vol 7 (3) ◽  
pp. 48
Author(s):  
Abu Rashed Osman ◽  
Jashodhan Saha ◽  
Mirza Mohammad Didarul Alam
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Service Quality ◽  
Positive Impact ◽  
Tertiary Education ◽  
Empirical Studies ◽  
Faculty Members ◽  
Unique Contribution ◽  
Service Climate ◽  
The Impact

This study examines service climate and service quality through the mediating impact of job satisfaction within a tertiary education level in Bangladesh. The sample size of the study consisted of 140 faculty-members from four different private universities of Dhaka city and a structured questionnaire was designed to assess the service quality of higher education. Several statistical methods such as t-test, correlations and multiple-regression were used to analyze the data. The study discloses that the overall service climate has a significant positive impact on service quality. Finally, the study reveals that job satisfaction is partially mediating between service climate and service quality. This paper makes an outstanding empirical contribution by incorporating service climate and job satisfaction and exploring their relationships with service quality in the context of higher education. The overall results of this study would be valuable to the planners to formulate the pragmatic strategies for ensuring service quality through service climate and job satisfaction of faculty-members in the private tertiary level institutions. This is one of the rare empirical studies in this sector, and thus represents a unique contribution to the literature.

scholarly journals The Impact of e-Learning Quality on Student Satisfaction and Continuance Usage Intentions during COVID-19

2021 ◽  
Vol 11 (8) ◽  
pp. 368-374
Author(s):  
Wilert Puriwat ◽  
◽  
Suchart Tripopsakul
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Empirical Studies ◽  
Education Students ◽  
Course Content ◽  
Continuance Usage ◽  
E Learning ◽  
The Impact

The COVID-19 pandemic has severely affected people’s lives, changing the ways of working, living, playing, and learning. With this pandemic, classroom learning has been suspended due to infection concerns, and e-learning has emerged, becoming an important mechanism for educational institutions to continue their teaching and learning activities. However, there have been only a few empirical studies providing insight into the factors affecting students’ e-learning satisfaction and usage behaviors during the COVID-19 outbreak. Thus, this study aims to investigate the impact of e-learning quality on student satisfaction and continuance usage intentions among higher education students in Thailand during the pandemic. Based on empirical research with 185 higher education students, the results revealed that e-learning quality was a second-order construct comprised of three elements, namely, course content and design, administrative and technical support, and instructor and learner characteristics. Course content and design was the most important dimension of overall e-learning quality. Furthermore, overall e-learning quality had a significant positive impact on student satisfaction and continuance usage intentions toward e-learning platforms. Mediation analysis indicated that student satisfaction partly mediated the relationship between e-learning quality and continuance usage intentions.

Organizational inclusion and academics’ psychological contract

2019 ◽  
Vol 39 (2) ◽  
pp. 126-144 ◽  
Author(s):  
Mohamed Mousa
Keyword(s):  
Higher Education ◽  
Psychological Contract ◽  
Positive Impact ◽  
Empirical Studies ◽  
Responsible Leadership ◽  
Content Type ◽  
Hr Management ◽  
The Impact ◽  
The Relationship

Purpose The purpose of this paper is to focus on three Egyptian public business schools in an attempt to explore the impact of organizational inclusion on the psychological contract with academics through the mediating the role of responsible leadership. Design/methodology/approach A total of 330 academics were contacted and given a set of questionnaires. After three follow-ups, a total of 240 responses were collected with a response rate of 72.73 percent. Multiple regressions were employed to indicate the level of variation in the types of psychological contract can be explained by organizational inclusion and responsible leadership. Findings The findings highlighted a positive impact for organizational inclusion on the psychological contract with academics through mediating responsible leadership or, in other words, the statistical analysis showed that responsible leadership has a role in mediating the relationship between the organizational inclusion of academics and their psychological contract type. Originality/value This paper contributes by filling a gap in HR management and higher education literature in which empirical studies on the relationship between organizational inclusion, responsible leadership and the psychological contract with academics have been limited until now. This may create better research opportunities for cross-disciplinary papers by scholars of HR, higher education and leadership.

scholarly journals Accreditation and Certification: Do They Improve Hospital Financial and Quality Performance?

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 887
Author(s):  
Matthew Brooks ◽  
Brad M. Beauvais ◽  
Clemens Scott Kruse ◽  
Lawrence Fulton ◽  
Michael Mileski ◽  
...  
Keyword(s):  
Higher Education ◽  
Positive Impact ◽  
Performance Outcomes ◽  
Healthcare Management ◽  
Academic Program ◽  
Future Research ◽  
Graduate Degree ◽  
Healthcare Administration ◽  
Professional Certification ◽  
The Impact

The relationship between healthcare organizational accreditation and their leaders’ professional certification in healthcare management is of specific interest to institutions of higher education and individuals in the healthcare management field. Since academic program accreditation is one piece of evidence of high-quality education, and since professional certification is an attestation to the knowledge, skills, and abilities of those who are certified, we expect alumni who graduated from accredited programs and obtained professional certification to have a positive impact on the organizations that they lead, compared with alumni who did not graduate from accredited programs and who did not obtain professional certification. The authors’ analysis examined the impact of hiring graduates from higher education programs that held external accreditation from the Commission on Accreditation of Healthcare Management Education (CAHME). Graduates’ affiliation with the American College of Healthcare Executives (ACHE) professional healthcare leadership organization was also assessed as an independent variable. Study outcomes focused on these graduates’ respective healthcare organization’s performance measures (cost, quality, and access) to assess the researchers’ inquiry into the perceived value of a CAHME-accredited graduate degree in healthcare administration and a professional ACHE affiliation. The results from this study found no effect of CAHME accreditation or ACHE affiliation on healthcare organization performance outcomes. The study findings support the need for future research surrounding healthcare administration professional graduate degree program characteristics and leader development affiliations, as perceived by various industry stakeholders.

“Play with me”: Student perspectives on collaborative chamber music instruction

2021 ◽  
pp. 1321103X2097480
Author(s):  
Katie Zhukov ◽  
Jon Helge Sætre
Keyword(s):  
Higher Education ◽  
Chamber Music ◽  
Positive Impact ◽  
Pilot Project ◽  
Music Instruction ◽  
Student Focus ◽  
Music Community ◽  
Viable Approach ◽  
Education Performance ◽  
The Impact

This article reports on a pilot project conducted in Australia and Norway evaluating new approaches to collaborative chamber music instruction in higher education settings. Following suggestions from the literature on collaborative and group learning in music, chamber music tuition was chosen as a suitable context to examine the possibility of teaching-through-playing and the impact of such an approach on students’ collaborative learning and their induction into the professional music community. Two groups of staff and students in each institution volunteered to participate in the project and implemented their own rehearsal schedule. Student focus group interviews were conducted after the final performance of rehearsed repertoire, and transcripts were analyzed by two researchers independently for the emerging themes and refined through iterative discussions. Key findings include students being inspired by working with experienced staff in a professional setting, learning the skills of ensemble playing such as effective rehearsal techniques, understanding of stylistic conventions, specific technical, musical and co-ordination skills, greater experimentation, positive impact of group discussions, and a more collaborative atmosphere. Students found it challenging to alter power roles, as the ingrained attitudes of teacher-led approaches prevailed. This project has shown that teaching-through-playing chamber music is a viable approach for developing students’ musical and social skills by providing them with authentic professional experiences. We propose an alternative model of higher education performance teaching that is more collaborative and participatory.

POWERPOINT IN HIGHER EDUCATION: DEVELOPMENT, TRANSFORMATION AND THE PRESENT STATE

2021 ◽  
Vol 54 (2) ◽  
pp. 97-103
Author(s):  
Alexander R. Polyanin ◽  
◽  
Sergey N. Korotun ◽  
Dmitry A. Baranov ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Present State ◽  
Positive Impact ◽  
Empirical Studies ◽  
Education Development ◽  
Technical Application ◽  
Higher Education Development ◽  
Marketing Environment ◽  
Classroom Time ◽  
Education Process

PowerPoint appeared over 35 years ago and has taken a firm place in education. The massive use of the program began in the mid-90s. The program has gone from an interesting technological novelty to an irreplaceable element of a modern lecture. Such a rapid introduction into ed-ucation took place without extensive empirical studies of a positive impact of this program, the initial scope of which was the marketing environment, on the education process. The article in-dicates that PowerPoint already in the late 1990s was subjected to certain criticism, the initial reasons for which were its technological imperfection, problems of its technical application. Over the decades, the program has undergone a number of modernizations, which, together with the development of demonstration technologies, has brought it today to a qualitatively new level. However, even today PowerPoint continues to raise questions from researchers. A sepa-rate problem was the question of the expediency of such massive use of the program, which today seeks to fill 100% of the classroom time. Most of the guides for using the program do not take into account the specifics of the use of slides and are aimed at the implementation of design rather than pedagogical tasks. The problem of stimulating audience activity at lectures using this program has not been solved yet.

scholarly journals Impact of unemployment and income on entrepreneurship in post-apartheid South Africa: 1994–2015

2018 ◽  
Vol 10 (1) ◽  
Author(s):  
Darma Mahadea ◽  
Irrshad Kaseeram
Keyword(s):  
Economic Growth ◽  
South Africa ◽  
Employment Growth ◽  
Positive Impact ◽  
Early Stage ◽  
National Development ◽  
Entrepreneurial Activity ◽  
Per Capita Gdp ◽  
Per Capita ◽  
The Impact

Background: South Africa has made significant progress since the dawn of democracy in 1994. It registered positive economic growth rates and its real gross domestic product (GDP) per capita increased from R42 849 in 1994 to over R56 000 in 2015. However, employment growth lagged behind GDP growth, resulting in rising unemployment. Aim and setting: Entrepreneurship brings together labour and capital in generating income, output and employment. According to South Africa’s National Development Plan, employment growth would come mainly from small-firm entrepreneurship and economic growth. Accordingly, this article investigates the impact unemployment and per capita income have on early stage total entrepreneurship activity (TEA) in South Africa, using data covering the 1994–2015 period. Methods: The methodology used is the dynamic least squares regression. The article tests the assertion that economic growth, proxied by real per capita GDP income, promotes entrepreneurship and that high unemployment forces necessity entrepreneurship. Results: The regression results indicate that per capita real GDP, which increases with economic growth, has a highly significant, positive impact on entrepreneurial activity, while unemployment has a weaker effect. A 1% rise in real per capita GDP results in a 0.16% rise in TEA entrepreneurship, and a 1% rise in unemployment is associated with a 0.25% rise in TEA. Conclusion: There seems to be a strong pull factor, from income growth to entrepreneurship and a reasonable push from unemployment to entrepreneurship, as individuals without employment are forced to self-employment as a necessity, survival mechanism. Overall, a long-run co-integrating relationship seems plausible between unemployment, income and entrepreneurship in South Africa.

scholarly journals HIGHER EDUCATION AND ECONOMIC GROWTH A CASE STUDY OF PAKISTAN

2010 ◽  
Vol 27 (1) ◽  
Author(s):  
Tariq Mahmood
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Positive Impact ◽  
Public Expenditures ◽  
Annual Data ◽  
Unequal Distribution ◽  
Long Run ◽  
Short Run ◽  
The Impact ◽  
Education And Economic Growth

This paper highlights the role of higher education for the economic growth inPakistan. We explore the impact of increase in enrolment at tertiary level on thegrowth rate of income per worker. Estimating a growth model developed byMankiv et. al. (1992), using the annual data of Pakistan, we find a robustrelationship between higher education and economic growth in the long run. Themodel has also shown that investment in fixed capital has positive impact oneconomic uplift. Applying Johansen’s cointegration test, we show that the longrun elasticity of income with respect to capital stock is different from its share inGDP, and increase in the enrolment per unit of effective worker helps inbolstering economic growth. But, like earlier literature we also find statisticallyinsignificant relationship between higher education and GDP per worker. Thereare some fundamental reasons concerning to the ambiguous impact of investingin human capital on economic growth, particularly in the short run in case ofPakistan. First, the sharp increase in enrollment, recently, has been damaging thequality of education. Second, the unequal distribution of educational services hasheld back the efficiency of public expenditures, particularly before the reformsundertaken by higher education commission. Third, the low private return ofeducation has limited the demand for higher education in Pakistan for almost fiftyyears.

scholarly journals CAREER GROWTH AND DEVELOPMENT: ROLE OF CONTINUING EDUCATION AMONG TEACHERS

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Priyanka Bhaskar ◽  
Padmalosani Dayalan
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Personal Growth ◽  
Professional Growth ◽  
Growth And Development ◽  
Positive Impact ◽  
Higher Education Institutions ◽  
Career Growth ◽  
The Impact

This paper aims to highlight the role of continuing education among the teachers of India. The study identifies factors which influence teachers in Higher education institutions (HEI) for continuing education. The paper also explores the impact of continuing education on career growth and development. A systematic survey was conducted among the teachers in Higher education institutions of Uttarakhand, India. Factor analysis is used to identify the important factors that influence teachers to enrol for continuing education. SPSS and AMOS are used to analyse the data. The findings of the study indicate that factors like time, financial support, job opportunities, knowledge, skills, and abilities play a detrimental role among teachers for continuing education. This study also reveals that continuing education has a positive impact on career growth and development of teachers. Continuing education helps the teachers to explore better career opportunities, provides job security, salary increment, and promotion which contributes to their professional growth and personality development. Continuing education in teachers demonstrates a significant role in the development of interpersonal skills, technical skills and inculcates self-confidence that contributes to their personal growth. The importance of paper increases amidst the COVID19 pandemic and the launch of the National Education Policy in India, as the paper will provide support to the Higher education institutes and Government to frame policies and strategies to imbibe continuing education as an integral part of the education system. The paper by enumerating its benefits, motivates the teachers to enhance their qualifications and enhance their future prospects.

scholarly journals Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education

2018 ◽  
Vol 10 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Bothaina A. Al-Sheeb ◽  
Mahmoud Samir Abdulwahed ◽  
Abdel Magid Hamouda
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Positive Impact ◽  
First Year ◽  
Content Type ◽  
College Of Law ◽  
First Year Seminars ◽  
Campus Resources ◽  
The Impact ◽  
First Year Seminar

Purpose This study intends to add to the existing body of literature on the impact of a newly implemented first year seminar in the College of Law and Business. The purpose of this paper is to evaluate the effects the course have on students in regard to three aspects: student awareness and utilization of resources, interaction patterns, as well as, general interests and attitudes toward higher education. Design/methodology/approach The methodology of the assessment included analysis of a survey that has been conducted by the end of Spring 2014 semester. A quasi-experimental design was implemented to measure the impact of the intervention on students’ awareness and utilization of resources, interactions, general interests, and attitudes toward higher education. Through the SPSS application, the Mann Whitney U Test, and χ2 tests were used to check for significant differences while comparing the means or frequencies for both groups. For the three questions, the authors have used the 90 percent confidence level and the standard significance level p-value of 0.05 or less for statistical analysis. Findings The results indicated that the course had a highly significant positive impact on student attitudes and awareness of campus resources but had less significant impact on student interactions and utilization of resources. The results in this study reveal a positive impact for the first-year seminar course on student satisfaction and attitudes toward higher education as well as their awareness of campus resources. However, in terms of the course impact on student interaction, results conveyed that students who have participated in the first-year seminar course show a slightly better interaction rate with instructors, academic advisors, and close friends than those in the control group. Research limitations/implications The main limitation of this study was that the sample was small. Nonetheless, it has provided valuable insights into the understanding of the social and academic impact of first-year seminars on student engagement; through the use of comparison groups, this study increased the validity of prior research. Practical implications The first-year seminar course evaluated in this study demonstrated the potential to support and enhance student social and academic engagement during the first year of college. Based on the results in this study, the study team recommended some revisions to the current first-year seminar model (UNIV P100 Skills for University Success). The team proposed three models for subsequent first-year seminars at this university. Originality/value This study adds to the existing literature by examining the impact of a newly implemented first-year seminar course at the College of Law and Business at this university on both academic and non-academic aspects from the students’ perspective. These aspects were selected as retention and GPA effects have been widely explored; therefore, the focus is on the less studied emotional and social factors associated with student success and retention. The results from this study can act as a guide for universities intending to introduce a first-year seminar course as it gives clear guidelines on design, content, and course implementation, which can be useful in enhancing general student motivation and attitudes toward academic study and higher education in general.

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