scholarly journals Challenges in Information and Cybersecurity program offering at Higher Education Institutions

10.29007/nptx ◽  
2019 ◽  
Author(s):  
Seapei Nozimbali Mogoane ◽  
Salah Kabanda
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Influencing Factors ◽  
Higher Education Institutions ◽  
External Factors ◽  
Top Management ◽  
Structured Interviews ◽  
Factors Influencing ◽  
Postgraduate Level

This study examines the role of higher education institutions (HEIs) in addressing cybersecurity challenges, in the wake of a prominent shortage of skills, specifically those related to information and cybersecurity professionals. Using qualitative semi structured interviews, the study sought to identify the factors influencing the offering of an information and cybersecurity curriculum at HEIs. The findings show that internal influencing factors were top management and individual academic’s awareness of information and cybersecurity, internal expertise, offering the program only at postgraduate level, and the workload and bureaucracy associated with having the program. External factors perceived to influence information and cybersecurity curriculum at HEIs include pressure from industry and stakeholders as well as institutional bodies that help shape curriculum development.

scholarly journals Curriculum development and quality work in higher education in Sweden: The external stakeholder perspective

2020 ◽  
Vol 2 (1) ◽  
pp. 28-45
Author(s):  
Per Fagrell ◽  
Anna Fahlgren ◽  
Svante Gunnarsson
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Curriculum Development ◽  
Practical Implication ◽  
Higher Education Institutions ◽  
Structured Interviews ◽  
Quality Work ◽  
External Stakeholder ◽  
External Stakeholders ◽  
Stakeholder Perspective

This article provides an external stakeholder perspective on the influence of higher education in Sweden, exploring their views on curriculum development and quality work at the programme level. Semi-structured interviews with a selected number of representatives of external stakeholders involved in various educational areas were conducted at seven higher education institutions. The participants argued that changes in their business sectors, and subsequent changes in the knowledge and skills in the labour needed, should encourage higher education institutions to adjust and develop their programmes. They did not anticipate or demand immediate changes in response to their comments, nor did they see themselves as a part of any quality assurance scheme. Uncertainties about the internal decision-making process and organisation in higher education institutions apparently do not facilitate external stakeholders’ understanding of their role in the larger scheme. However, all informants had comments on quality in higher education, perceiving it predominantly as something connected to the world of work. The practical implication of this study is that curriculum development at higher education institutions would benefit from communicating the internal decision-making processes to external stakeholders and agreeing on the expectations with them, in collaboration. 

scholarly journals RELATIONSHIP MARKETING AND ITS ROLE IN THE EXPERIENCE OF INTERNATIONAL STUDENTS IN THE UNITED KINGDOM HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 18 (4) ◽  
pp. 69-76
Author(s):  
Trevor Omoruyi ◽  
Grażyna Rembielak
Keyword(s):  
Higher Education ◽  
International Students ◽  
Relationship Marketing ◽  
International Student ◽  
Higher Education Institutions ◽  
Global Market ◽  
Structured Interviews ◽  
Global Marketplace ◽  
The Uk

The purpose of this study is to investigate the role of the RM approach in the experience of international students in business schools within the UK Higher Education Institutions (HEIs). The Relationship Marketing (RM) strategy has gained recognition over the years, especially within the last decade, which can be seen in the Higher Education (HE) sector. The HE sector has in recent times been highly competitive, especially in the global market. Despite this growth in competition, there has been little or no effort in the application of RM strategy by HE Institutions competing in the global marketplace for international students. The growing competition has been driven by the goal HEI’s have to internationalise and attract, recruit and retain the best international students. Higher Education Institutions have become aware of the contributions that international students bring to these institutions. Hence, efforts are geared towards retaining international students. This study considers the role of using RM with international students. The relevant data was collected from face-to-face semi-structured interviews and focus groups, which were conducted with university managers and international students across four universities in the UK. The study identifies several impacts of using RM on international students’ overall experience. It further highlights aspects of the RM approach that are more significant to international students’ experience. The study concluded that the RM approach positively affects international student experience if effectively developed and implemented.

SMEs and HEIs: Observations from Brunei Darussalam and Germany

2020 ◽  
pp. 095042222094474
Author(s):  
Jana Heilmaier ◽  
Mayyer Ling
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Data Collection ◽  
Qualitative Methodology ◽  
Transition Economy ◽  
Higher Education Institutions ◽  
Structured Interviews ◽  
Brunei Darussalam ◽  
Key Issues

This paper explores the role of higher education institutions in enhancing the small and medium-sized enterprise (SME) ecosystem in Brunei Darussalam, particularly with regard to improving the spirit of entrepreneurship and the motivation to seek opportunities independently to propel the country’s transition economy forward. A qualitative methodology was adopted for data collection, using semi-structured interviews with Bruneian and German SME owner/managers and sales representatives. The economics perspective of the institutional framework was employed to identify the formal and informal constraints faced by SMEs in Brunei Darussalam. Recommendations are offered to inform the relevant stakeholders about the key issues faced by SMEs so that appropriate forms of guidance and benchmarking can be provided to facilitate the country’s economic development.

Improving Teaching and Learning in Higher Education Institutions: Is Discussion Method Theanswer?

2021 ◽  
pp. 147-163
Author(s):  
Isaac Kofi Biney
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Structured Interviews ◽  
Playing Field ◽  
Narrative Design ◽  
Lecture Method ◽  
Negative Comments ◽  
Sampling Procedures

This paper explores the role of discussion method in teaching for improving learning in higher education institutions. Teaching and learning are inseparable. However, teaching becomes effective only when it leads to meaningful learning. The lecture method for teaching dominates the classrooms in higher education institutions and is receiving negative comments from all stakeholders. Discussion method is considered superior by experts as it is more democratic by nature. It is inclusive, participatory and holds the key for empowering learners to be critical thinkers. A descriptive narrative design was employed for conducting the study. Qualitative techniques were employed at several stages throughout the study. Purposive and accidental sampling procedures were used. Semi-structured interviews guide were used for collecting data and ideas from the participants. It emerged that discussion method for teaching in classrooms possesses the power to stimulate quiet and shy-looking learners open up, think, participate and follow the instructions offered during discussions in the classrooms. It is recommended that the discussion method for teaching be employed because it creates an equal playing field for students to think critically and contribute to lessons.

scholarly journals The Role of Leadership Competencies in Supporting the Al Nahda University for Becoming a Learning Organization: A New Qualitative Framework of the DLOQ

2019 ◽  
Vol 10 (2) ◽  
pp. 43
Author(s):  
Said Sayed Shabban Abdo Sayed ◽  
David Edgar
Keyword(s):  
Higher Education ◽  
Learning Organization ◽  
Higher Education Institutions ◽  
Leadership Competencies ◽  
Organizational Level ◽  
Structured Interviews ◽  
Individual Group ◽  
Global Response ◽  
Complementary Component

Purpose: The purpose of this study is to contribute to research on learning organizations in higher education institutions (HEIs), by researching the role of individual, group, and organization competencies and skills that support the (NUB) Al Nahda University in Egypt toward becoming a learning organization.Design/methodology/approach: Semi-structured interviews were conducted with eight executive academics and researchers in (NUB) Al Nahda University in Egypt. Questions emphasised leadership competencies, including those at individual, group, and organizational level, for utilising their skills in creating, sharing and transferring knowledge for modifying and changing their behaviour to achieve a learning organization.Findings: Leadership competencies emerged as a complementary component to the DLOQ framework and it was found that the Seven Characteristics (7Cs) proposed by Watkins and Marsick (2003) did not lead to being a learning organization, nor did being a learning organization lead to knowledge performance and financial performance by itself unless fully supported by leadership competencies, as was confirmed in the case of the Al-Nahda University operating in Egypt.Originality/value: There is still a lack of investigation and global response to the question of how leadership competencies can support learning inside higher education institutions. The outcomes of this research allow a better understanding of how leadership competencies can support the process of becoming a learning organization in HEIs, via a qualitative investigation of the DLOQ framework.

Practices of inclusion for carers who are higher education students

2020 ◽  
Author(s):  
Jordan Taylor ◽  
Paula Gleeson ◽  
Tania Teague ◽  
Michelle DiGiacomo
Keyword(s):  
Higher Education ◽  
Social Care ◽  
Higher Education Institutions ◽  
Education Students ◽  
Institutional Settings ◽  
Policies And Procedures ◽  
Health And Social Care ◽  
Students With A Disability ◽  
Crucial Part

The role of unpaid and informal care is a crucial part of the health and social care system in Australia and internationally. As carers in Australia have received statutory recognition, concerted efforts to foster engagement in carer participation in work and education has followed. However, little is known about the strategies and policies that higher education institutions have implemented to support the inclusion of carers. This study has three components: first, it employs a review of evidence for interventions to support to support carers; second, it reviews existing higher education institutions’ policies to gauge the extent of inclusive support made available to student carers, and; third it conducts interviews with staff from five higher education institutions with concerted carer policies in Australia were held to discuss their institutions’ policies, and experiences as practitioners of carer inclusion and support. Results indicate difficulty in identifying carers to offer support services, the relatively recent measures taken to accommodate carers in higher education, extending similar measures which are in place for students with a disability, and difficulties accommodating flexibility in rigid institutional settings. A synthesis of these findings were used to produce a framework of strategies, policies and procedures of inclusion to support carers in higher education.

scholarly journals Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

2021 ◽  
Vol 13 (14) ◽  
pp. 7683
Author(s):  
Amila Omazic ◽  
Bernd Markus Zunk
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Main Research ◽  
Agenda 2030 ◽  
Research Themes ◽  
Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

scholarly journals Teaching innovations in Asian higher education: perspectives of educators

2018 ◽  
Vol 13 (2) ◽  
pp. 179-190 ◽  
Author(s):  
T.M. Wong
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
The Other ◽  
Asian Countries ◽  
Structured Interviews ◽  
Content Type ◽  
Advanced Technologies ◽  
The Many

Purpose The purpose of this paper is to identify the teaching innovations that have been implemented in higher education institutions in Asia and the perspectives of educators on them. Design/methodology/approach Semi-structured interviews were conducted with 28 educators who were affiliated with 23 higher education institutions in ten Asian countries/regions. The interviews covered information about the teaching innovations of the participants’ institutions, the characteristics of the innovative practices and the participants’ views on them. The relationships between the characteristics of institutions and their teaching innovations were also examined. Findings The results showed that the teaching innovations included two main categories, namely, those which involved the use of advanced technologies and those which did not. The innovations that involved the use of advanced technologies were mainly from larger institutions, while the other category was mainly from smaller ones and had been practised for less than 1.5 years. Differences were also identified between the two categories in terms of the aims and importance of innovations, innovative features, the evaluation of innovations and improvements needed for them. Originality/value The results highlighted that technology is only one of the many aspects of teaching innovations, which is different from the view prevailing in the literature. They also suggested that differences in the scale of institutions (in terms of number of students) possibly influences the kind of teaching innovations adopted.

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