scholarly journals Rethinking Quality and Relevance of University Education in Kenya

2020 ◽  
Vol 10 (16) ◽  
pp. 144-164
Author(s):  
Joseph K. Kirui ◽  
Hellen C. Sang
Keyword(s):  
Theory Of Planned Behaviour ◽  
Private University ◽  
Public University ◽  
University Education ◽  
Public And Private ◽  
Entrepreneurial Culture ◽  
Significant Difference ◽  
Private And Public ◽  
The Many ◽  
Triangular Design

Many stakeholders have expressed concern about the many graduates from Kenyan universities who after qualifying, not only fail to get jobs but also fail to venture into alternative forms of engagement to earn their livelihood, a scenario that raises question as to the quality and relevance of University education they got. The concerns being raised calls for rethinking of the quality and relevance of university education in Kenya. This study, therefore, sought to investigate the propensity of university education in Kenya to inculcate entrepreneurial culture in graduates. The theory of planned behaviour formed the theoretical foundation of the study. The study adopted a triangular design approach where views relating to entrepreneurial culture were sought from final year students from one public and one private university. The study targeted 3146 final year students drawn from University of Kabianga, (2272) and Kabarak University (874). From this, a sample of 614 students proportionately distributed among the two universities was drawn. Entrepreneurial environment was found to be more or less the same in both private and public universities recording moderate score. However, public university scored slightly higher. In conclusion, there is no significant difference in the levels of preference for entrepreneurship when comparison is made between public and private universities in Kenya. Arising from the current finding, the study recommends provision of better entrepreneurial support system.

scholarly journals Occupational stress in female academic staff working in private and public universities

2015 ◽  
Vol 3 (04) ◽  
pp. 25-27
Author(s):  
Maha Abdul Moniem Mohammed El Amin ◽  
Purna Singh A
Keyword(s):  
Occupational Stress ◽  
Public Universities ◽  
Academic Staff ◽  
Private Universities ◽  
Public University ◽  
Full Time ◽  
Sampling Frame ◽  
Public And Private ◽  
Significant Difference ◽  
Private And Public

The present study was aimed to compare occupational stress between female academic staff working in private and public universities. The sampling frame for the study comprised 1523 full-time female academic staff working at both public and private universities at Khartoum State. Gumaa Said Yousif (2004) was used to measure occupational stress. There is no significant difference in occupational stress between female academic staff who works in private or public university. There is a significant difference between female academic staff working in public and private universities. It has been concluded that female academic staff working in private universities are vulnerable to burnout in the emotional exhaustion dimension.

scholarly journals A COMPARATIVE STUDY OF THE CUSTOMER ORIENTATION ATTITUDE OF SELECTED PRIVATE AND PUBLIC UNIVERSITIES IN GHANA

2021 ◽  
Vol 6 (6) ◽  
Author(s):  
Dominic Osei-Boakye ◽  
Isaac Boakye
Keyword(s):  
Social Sciences ◽  
Public Universities ◽  
Customer Orientation ◽  
Private University ◽  
Public University ◽  
Design Data ◽  
Orientation Behaviour ◽  
Significant Difference ◽  
Data Collection Instrument ◽  
Private And Public

The overall objective of the study was to compare the customer orientation attitude of selected private and public Universities in Ghana. Besides, the study also examined the probability of private or public Universities being more customer oriented than the other. The study employed the use of the descriptive design. Data was collected from three private and public Universities in Ghana. The study used standardized questionnaires as the main source of data collection instrument. In terms of the analysis of data, the study employed the use of the statistical package for social sciences version 21. Both descriptive and inferential statistics were used. The findings revealed that that there is a statistically significant difference in the customer orientation behaviour (t (420)= -1.049, p>.05) of private universities (M= 6.78, SD= 0.002) and public universities ((M= 7.02, SD= 0.82). Again, the predicted odds that a student from a public university is Exp(B) =0.303, however since the coefficient is (-1.192), that is negative, thus, a student from a public university is 30% less than likely to perceive themselves as customers compared with a student from a private university. Recommendations as well as areas for further study have been presented. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" /></p>

scholarly journals Value Priorities of Public and Private University Students

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Mehmet Fatih Yigit
Keyword(s):  
University Students ◽  
Quantitative Study ◽  
Private University ◽  
Public University ◽  
Education Level ◽  
Test Results ◽  
Public And Private ◽  
The Public ◽  
Significant Difference ◽  
Value Priorities

In this study, the aim of the study is to find out whether there is a statistically significant difference between value priorities of public and private universities in Turkey. This is a quantitative study using ANOVA for the analysis of the data. The results suggest that private university students show greater tendency towards universalism, power, tradition, conformity, and hedonism compared to the public university students, while the public university students showed greater sensitivity to benevolence compared to the private university students. The test results also showed that the education level of mothers do not have a significant effect on value priorities of both public and private university students, while father's education has significant effect on the perception of power.

Consumer digital piracy behaviour among youths: insights from Indonesia

2016 ◽  
Vol 28 (5) ◽  
pp. 898-922 ◽  
Author(s):  
Denni Arli ◽  
Fandy Tjiptono
Keyword(s):  
Undergraduate Students ◽  
Theory Of Planned Behaviour ◽  
Private University ◽  
Public University ◽  
Digital Piracy ◽  
Deterrence Theory ◽  
Digital Products ◽  
Content Type ◽  
Convenience Sampling ◽  
Legal Consequences

Purpose The purpose of this paper is to examine the antecedents of consumers’ attitude towards, and intention to commit, digital piracy in Indonesia, a country with the world’s fourth largest population and one of the highest digital piracy rates. This study explored the effects of six variables derived from the theory of planned behaviour, ethics theory, and deterrence theory on young consumers in Indonesia. Design/methodology/approach Using a convenience sampling approach, researchers hand delivered 400 questionnaires to undergraduate students at one large private university and one major public university in Yogyakarta, Indonesia. Findings The results showed that consumers’ intention to pirate digital products was strongly influenced by consumers’ attitude towards digital piracy. Interestingly, fear of legal consequences and perceived likelihood of punishment were not significant predictors of consumers’ attitude towards digital piracy. This suggests that the principles of deterrence theory have a limited impact on consumers’ attitudes in Indonesia. Originality/value The results of this study will provide some insights to government and digital industries on how to reduce the prevalence of digital piracy.

scholarly journals The Impact of Organizational Commitment on Job Satisfaction: A Study of Employees at Nigerian Universities

2012 ◽  
Vol 2 (2) ◽  
pp. 1 ◽  
Author(s):  
Bola Adekola
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Public Universities ◽  
Turnover Intentions ◽  
Private Universities ◽  
Private University ◽  
Public And Private ◽  
The Public ◽  
Significant Difference ◽  
The Impact

Researchers have hypothesized that there is a significant difference in the degree of Organizational commitment in Public and Private Universities. This was tested in the Public and Private University system to ascertain the veracity of this hypothesis. Data were collected from 150 employees consisting of academic and Administrative and technical staff from both the public Universities and the Private Universities. The results revealed that employees in Public Universities have greater degree of organizational commitment in comparison to Private Universities. Also, job satisfaction increases or decreases based on increase or decrease in organizational commitment. Obtained results were in the line of the hypotheses. In terms of organizational commitment; a significant difference was noticed between Public and Private Universities. Against expectation, employees of Public Universities exhibited higher degree of organizational commitment as compared to those of Private Universities. Most importantly, organizational commitment is being proven as the catalyst for enhancing job satisfaction level of employees.   Keywords: Organization’s Goals, Performance, Effectiveness, Leadership Styles, Trust within the Organization, Employment Status, Training, Turnover Intentions.

scholarly journals Entrepreneurship Education: A Historical Review of Concepts and Cross-country Practices

2015 ◽  
pp. 82-96
Author(s):  
Farzana Akther ◽  
Sarif Mohammad Khan ◽  
Sk. Mahmudul Hasan
Keyword(s):  
Historical Development ◽  
Historical Review ◽  
Entrepreneurship Education ◽  
University Education ◽  
Policy Framework ◽  
Public And Private ◽  
Entrepreneurship Development ◽  
Development Context ◽  
Private And Public ◽  
University Level

Purpose: The purpose of the paper is to review of the concepts and approaches to entrepreneurship education and promotion based on the published literature. It also looks into the practices of entrepreneurship education in university level in some selected countries from North-America, Europe and Asia. This paper puts a special emphasis on the historical development of entrepreneurship education in Bangladesh. Design/methodology/approach: Qualitative method was applied for the paper. Existing literature on entrepreneurship education was reviewed to find the kind of entrepreneurship education provided in some selected countries. The websites and primed documents of the leading public and private business schools of Bangladesh were consulted to figure out the historical development in entrepreneurial education. Findings: The paper found marked difference in the availability of the institutions, diversity of the methodological practices relating to entrepreneurship education in institutes of higher education and the policy framework for entrepreneurship promotions in different countries. The paper has also generated qualitative and analytical insights about. the practice of entrepreneurship education which is simultaneously important for the academia and practice. Implications: The implication of the finding of the paper is, highly relevant to the universities, policy makers, practitioners, and relevant, agencies’ policy-setting process in the entrepreneurship development context This is because entrepreneurship education in the context of university level has been recognized to have impact on student, group and society. This finding also improves the understanding of donors and development partners about the extent to which quality entrepreneurship education can play a role in economic development. This paper also encourages further research that examines the measurement of role of university education in entrepreneurship development. Originality/value: This study provides a step towards the comparison of entrepreneurship education and entrepreneurship development promotion programs in different countries across Europe, Asia and America. The comparison of the entrepreneurship education in different private and public universities in Bangladesh is also done for the first time.

scholarly journals Students' Cognitive Development in Colleges: A Comparative Study of Private and Public Sectors

2019 ◽  
Vol IV (II) ◽  
pp. 458-466
Author(s):  
Sonia Rafique ◽  
Ifitkhar Ahmad Baig ◽  
Ashiq Hussain
Keyword(s):  
Cognitive Development ◽  
Private Colleges ◽  
Survey Design ◽  
Female Students ◽  
Public And Private ◽  
Significant Difference ◽  
Private And Public ◽  
Descriptive Method ◽  
Development Of Students

Cognition denotes the process of thinking and memory and cognition development is said to be the long-term changes in these procedures. Cognitive development is a major aspect of students' personality. The aims of the study were (1) To compare the perception of male and female students about cognitive development in private and public sector colleges. (2) To investigate which sector is more efficient in doing the cognitive development of students at the intermediate level. The descriptive method was used in this study with survey design on the population of all public and private colleges of Punjab Province. 628 students out of 720 students participated in the research. To check the reliability of research tools, Pilot testing was also conducted. Instruments of students and administrators consisted of Five-point Likert showed the reliability (? =.87), (? =.81) accordingly. Results showed that there is no significant difference in the perception of both genders concerning cognitive development in both sectors. Results of the study also showed

scholarly journals Inclinations of Members of the Teaching Staff Towards Factors Leading to Job Satisfaction—A Comparative Study between Public and Private Universities

2019 ◽  
Vol 4 (2) ◽  
pp. p110
Author(s):  
Dr. Hasan Y. El-Mousawi ◽  
Khaldoun G. Farhat
Keyword(s):  
Job Satisfaction ◽  
Social Status ◽  
Private Universities ◽  
Private University ◽  
Job Security ◽  
Teaching Staff ◽  
Public And Private ◽  
Work Relations ◽  
The Public ◽  
Significant Difference

The study aimed at identifying job satisfaction and inclinations towards factors, such as salary, feeling of job security, extent of empowerment, nature of work relations among different parties and social status the instructor feels, all of which lead to job satisfaction among members of teaching staff in both public and private universities in Lebanon. Furthermore, the study aimed at prioritizing these factors as related to instructors at the Lebanese University and those at private universities. The study also tried to find whether instructors preferred teaching at public or private universities as related to the country from which they obtained their Ph. D’s. To achieve this goal, a five-point Likert-style questionnaire was constructed and distributed to 100 instructors in the public university (Lebanese University) and to another 100 instructors in various private universities. Thus, the society of the study comprises instructors in both public and private universities. Of these questionnaires, the researchers retrieved 184 which were valid for analysis. The study yielded some important findings, mainly that there is a significant difference between instructors in public and private universities regarding some factors leading to job satisfaction (salary, feeling of job security, work relations among colleagues and students, and social status that the instructor feels) in Lebanon. The study also showed a difference in prioritizing factors which lead to job satisfaction relative to workplace (public or private university) in Lebanon. Moreover, the study concluded that instructors at universities have different preferences to work at the Lebanese University (public) relative to the country from which they obtained their Ph. D’s. 

scholarly journals Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Josiane Mukagihana ◽  
Florien Nsanganwimana ◽  
Catherine M. Aurah
Keyword(s):  
Small Group ◽  
Repeated Measures ◽  
Academic Motivation ◽  
Private University ◽  
Public University ◽  
Control Group ◽  
Biology Teachers ◽  
Repeated Measures Design ◽  
Significant Difference ◽  
Post Assessment

Linking motivation and learning is central to understanding students’ motivation toward learning and learning itself as complex cognitive phenomena. Some studies focused on students’ motivation toward learning biology in general; however, the shortage of studies on the effect of animation-based instruction and small-group laboratory activities as Resource-based Instructions (RBIs) on pre-service biology teachers was realized. The present study aimed to determine the effect of resource-based Instructions on pre-service biology teachers’ academic motivation toward learning biology at private and public Universities in Rwanda. Pre-service biology teachers were grouped into three groups at a public teacher traning University and received a pre-and post-assessment.  Quasi-experimental, pre and post-test control group design was used at a public university, while a repeated measures design was used at a private university. The standard academic motivation scale for learning biology (AMSLB) yielded a Cronbach alpha coefficient of 0.71 before use. The t-Test was computed to measure the statistically significant difference between the pre-and post-assessment scores and group of RBI interventions. Multivariate analysis (MANOVA) was computed to measure the effect of RBIs vis à vis the AMSLB factors. Findings revealed no statistically significant difference (df=18, p=.458) in the motivation of learning biology of pre-service teachers before and after learning via traditional instruction at a public university. However, a statistically signficant difference was found with animation instruction (df=18, p=.002) and lab instruction (df=18, p=.014).  The motivation of learning biology increased at a public university than at a private university. However, animations and small-group lab activities increased pre-service biology teachers’ intrinsic and extrinsic—career motivation of learning biology at both universities. Therefore, the study recommends using RBIs to improve pre-service biology teachers’ motivation toward learning biology.

scholarly journals Students' Views of the Objective Structured Clinical Examination (OSCE): Findings from two Malaysian Pharmacy Schools

2020 ◽  
Author(s):  
Mohamed Hassan Elnaem ◽  
Zainol Akbar Zainal ◽  
Muhammad Zuljalil Ilham Bin Wahab ◽  
Aqilah Binti Mohd Ali ◽  
Umi Syuhada Binti Abd Rahim ◽  
...  
Keyword(s):  
Time Allocation ◽  
Private University ◽  
Cross Sectional Study ◽  
Public University ◽  
Pharmacy Students ◽  
Cross Sectional ◽  
Public And Private ◽  
Student Groups ◽  
Constructive Feedback ◽  
Organization Quality

Abstract Objectives: To investigate and compare the views of undergraduate pharmacy students in two Malaysian pharmacy schools (one private and one public) regarding the organization, quality, and objectivity of OSCE. Methods: A cross-sectional study was undertaken among penultimate and final year students in two Malaysian pharmacy schools between October and December 2019. A questionnaire was developed, tested, and validated and then distributed to study participants through online Google forms. Results: A total of 221 undergraduate pharmacy students participated in the study. Regarding the adequacy of the time allocated per OSCE station, students of the public university expressed a relatively higher level of disagreement (IIUM 63.9% & 48.7% vs. UoC 11.6% & 14.3%). Relatively few students agreed that OSCE is a less stressful type of assessment compared to other traditional methods (IIUM 7.2% & 10.3% vs. UoC 39.5% & 23.8%). Regarding the OSCE scores as valid indicators of student’s skills, private university students had more agreement than their counterparts in a public university (UoC 79% & 64.3% vs. IIUM 39.2% 30.8%). In addition, both student groups disagreed that OSCE marks were likely to be affected by the student’s gender (IIUM 73.2% & 66.7% vs. UoC 67.4% & 78.6%). Conclusion: Overall, most of the participants had overall good views regarding the organization, quality, and objectivity of OSCE, with several differences between students in public and private universities. There are few areas to be further considered to ensure more positive students’ OSCE experience such as revision on the time allocation for every station and on the provision of timely constructive feedback.

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