scholarly journals Editorial

2019 ◽  
Vol 6 (2) ◽  
pp. 1-6
Author(s):  
John Bosco Bampabwire ◽  
Jimmy Spire Ssentongo
Keyword(s):  
Higher Education ◽  
Developing World ◽  
Higher Education Institutions ◽  
Job Seekers ◽  
Job Market ◽  
Employment Opportunities ◽  
Formal Employment ◽  
Practical Life

Education in Uganda and indeed in most of the developing world is regarded as theoretical and irrelevant to the realities of practical life. It is true that due to the increase in the number of higher education institutions, the number of graduates has also soared. Much as there are limited formal employment opportunities for thesefresh job seekers, the challenge is that many of them even lack the skills to perform the duties required of the few vacancies that exist in the job market – let alone the innovativeness to create their own.

Higher Education in Developing Countries

2018 ◽  
pp. 18-39
Author(s):  
Amir Manzoor
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Distance Learning ◽  
Developing World ◽  
Higher Education Institutions ◽  
International Standards ◽  
Global Knowledge ◽  
Economic Activities ◽  
Challenges And Opportunities ◽  
Open And Distance Learning

Due to globalization of economic activities and increased scope of higher education, higher education has become a priority agenda for countries around the globe. In order increase opportunities of higher education, institutions of higher education must enhance their quality and access through open and distance learning while following national and international standards. For developing countries, higher education opportunities through open and distance learning are important for economic prosperity and participation in global knowledge economy. Globalization has created numerous challenges and opportunities for higher education. These challenges are more significant for developing countries because of limited resources. At the same time, meeting these challenges is a top priority of developing world. This chapter examines numerous challenges faced by higher education in developing countries. The chapter also discusses how higher education institutions in developing world can use open and distance learning to cope up with these challenges.

The Mismatch between Undergraduate Marketing Education and Employers' Requirements in Portugal

2016 ◽  
pp. 18-36
Author(s):  
Ana Estima ◽  
Paulo Duarte
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Higher Education Institutions ◽  
The State ◽  
Education Programs ◽  
Job Market ◽  
Marketing Education ◽  
Market Needs

The debate on what should be offered by universities concerning their marketing education curricula in order to serve the market needs, specifically the employers' has been widely present in the literature. Its relevance derives from the fact that employers are one of the most important stakeholders of higher education institutions, given their responsibility in the career of graduate students. In this chapter we intend to contribute to the understanding of the state of undergraduate marketing education offered by Portuguese universities and assess whether there is a mismatch between marketing education and market needs. A better understanding of the mismatch and its implications can lead to better marketing education programs, increasing not only the acceptance and employability of students but also the transfer of innovative marketing knowledge to companies. The findings show that there is indeed a gap between what is being offered by the academia and what is requested by the job market, in terms of marketing, that could be higher than 50% of the requirements expected by employers.

The Mismatch between Undergraduate Marketing Education and Employers' Requirements in Portugal

2021 ◽  
pp. 1386-1405
Author(s):  
Ana Estima ◽  
Paulo Duarte
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Higher Education Institutions ◽  
The State ◽  
Education Programs ◽  
Job Market ◽  
Marketing Education ◽  
Market Needs

The debate on what should be offered by universities concerning their marketing education curricula in order to serve the market needs, specifically the employers' has been widely present in the literature. Its relevance derives from the fact that employers are one of the most important stakeholders of higher education institutions, given their responsibility in the career of graduate students. In this chapter we intend to contribute to the understanding of the state of undergraduate marketing education offered by Portuguese universities and assess whether there is a mismatch between marketing education and market needs. A better understanding of the mismatch and its implications can lead to better marketing education programs, increasing not only the acceptance and employability of students but also the transfer of innovative marketing knowledge to companies. The findings show that there is indeed a gap between what is being offered by the academia and what is requested by the job market, in terms of marketing, that could be higher than 50% of the requirements expected by employers.

scholarly journals Studentification in Stellenbosch, South Africa

Urbani izziv ◽  
2019 ◽  
Vol Supplement (30) ◽  
pp. 158-177 ◽  
Author(s):  
Gustav Visser ◽  
Dene Kisting
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Urban Geography ◽  
Developing World ◽  
Higher Education Institutions ◽  
Global South ◽  
Social Character ◽  
Research Attention ◽  
Student Enrolment ◽  
Academic Record

Globally, studentification has emerged as a prominent urban process, fast becoming entrenched in geographical discourse. Since the early 1990s, in both developed and developing world countries, an expansion in student enrolment has outstripped the ability of higher education institutions to provide adequate accommodation. These trends have been noted in South Africa too. The extent and impact of studentification on the urban geography of those places in which it has taken root is still poorly understood in both South Africa and the global South at large. This paper investigates studentification as experienced in one of South Africa’s secondary cities – Stellenbosch. An overview of generic studentification impacts is provided and the development of this process tracked. Thereafter, the motivation for living in these developments and the impacts of this process comes into view. It is argued that the areas affected by studentification have fundamentally changed in their physical and social character. Interestingly, a range of findings in the academic record were not present in the Stellenbosch context. Finally, it is suggested that studentification in South Africa requires greater research attention in a range of other urban settings in which this process has emerged. This is particularly urgent as it would appear that studentification can radically and very rapidly transform the geography of the areas in which it takes hold.

scholarly journals Service Quality in UAE Higher Education Institutions (HEIs): A Comparative Analysis in Students’ Perspective

2019 ◽  
Vol 8 (1) ◽  
pp. 67-74
Author(s):  
T K Sameena
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Service Quality ◽  
Higher Education Institutions ◽  
Job Market ◽  
Education Services ◽  
Customer Education ◽  
Education Service ◽  
Marketing Service

The education service can be described as a high contact, consumer and people based service. With the changes in customer education and the job market, the market for unconventional courses is increasing. So no marketer can afford to ignore these markets. As the education service is intangible, inseparable and perishable, certain implications exist for marketing. Service quality is not consistent for all customers or even a single customer at all times. So the marketers’ job becomes tough. They are required to ensure that these features of the education services are better utilized to meet the varying needs of the customers.

scholarly journals Türkiye’de Sanatçı Adayı Yetiştiren Yükseköğretim Kurumlarının 2000 Yılı Sonrası Gelişimi / Development of Turkish Higher Education Institutions Educating Candidate Artists After 2000

2017 ◽  
Vol 6 (2) ◽  
pp. 473
Author(s):  
Evrim Çağlayan ◽  
Ayşe Dilek Kıratlı
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Fine Arts ◽  
Relevant Literature ◽  
Steady Increase ◽  
Administrative Staff ◽  
Employment Opportunities ◽  
Physical Conditions ◽  
Turkish Higher Education

<p><strong>Abstract</strong></p><p>The aim of this study is to present the qualitative development of Turkish higher education institutions that educating candidate artists after 2000. Obtained data and documents were organized according to this development and were analyzed in order to provide current information about these higher education institutions. The study deals with two main themes. The first theme contains developments between 1983 and 2000, and the second theme contains developments between 2000 and 2016. In the study, it has been found that the number of higher education institutions that training candidate artists follow a steady increase after 2000 and their numbers reached to 70 in 2016. The relevant literature show that some faculties of fine arts were established without planning and analysis about the needs of academic and administrative staff, technical and spatial structure, employment opportunities after graduation. Because of this reason, these faculties could not reach a sufficient number of academic staff, could not provide the minimum physical conditions and could start education approximately 3 or 4 years after their establishment.</p><p><strong>Öz</strong></p><p>Bu çalışma, sanatçı adayı yetiştiren yükseköğretim kurumlarının 2000 yılı sonrası niceliksel gelişimini ortaya koymayı amaçlamaktatır. Çalışma ile ilgili elde edilen bilgi ve belgeler bu gelişim sürecine göre düzenlenmiş ve ilgili yükseköğretim kurumları hakkında güncel bilgileri sunmak amacıyla analiz edilmiştir. Çalışma bulguları iki ana tema üzerinden sunulmuştur. Birinci tema 1983-2000 yılları arasında yaşanan gelişmeleri, ikinci tema ise 2000 yılından günümüze kadar olan gelişmeleri kapsamaktadır. Çalışmada, sanatçı adayı yetiştiren yükseköğretim kurumlarının sayısının 2000 yılı sonrasında düzenli bir artış izlediği ve 2016 yılında 70’e yükseldiği tespit edilmiştir. Çalışma sonucunda; yeterli planlama, mezuniyet sonrası istihdam olanakları, teknik ve mekânsal altyapı ihtiyaçları, akademik ve idari kadrolar, aday öğrenci kaynakları gibi hususlar göz ardı edilerek yeni fakültelerin kurulduğu tespit edilmiştir. Bu nedenle, pek çok fakültenin yeterli öğretim elemanı sayısına ulaşamadığı, asgari fiziki koşulları sağlayamadığı ve kuruluşlarından ancak 3-4 yıl sonra eğitim-öğretime başlayabildikleri belirlenmiştir.</p>

scholarly journals Higher Education Institutions and Post-Covid In-Demand Employability Skills: Responding Through Curriculum that Works

2021 ◽  
Vol 2 (1) ◽  
pp. 69-83
Author(s):  
Samuel O. Babalola ◽  
Clement O. O. Kolawole
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Employability Skills ◽  
Survey Method ◽  
Frequency Count ◽  
Job Market ◽  
Graduate Employability ◽  
Innovative Curriculum ◽  
Descriptive Survey

This study explained that the post-Covid world of work would demand a new set of employability skills. Higher education institutions need to respond by preparing graduates with manifest post-COVID-19 employability skills through innovatively delivered curricula. Through literature review, the study identified post-Covid-19 in-demands employability skills and ways of innovatively fostering them. The study adopted the descriptive survey method and canvassed (104) faculty members’ (from 9 public universities) opinions through an online poll on the skills they considered relevant for post-pandemic graduate employability and integrating them into universities curricula. Data collected were descriptively analyzed using frequency count and percentage. Findings showed that when universities commit to innovative curriculum delivery, students can easily acquire skills and competencies required to effective security and create jobs in the post-Covid job market effectively recommended that universities should innovate their curricula by integrating post-Covid in-demands skills needed for students’ post-Covid job market.

scholarly journals Search for Employability Skills: Employers, Novice Workers and HEC Approved Curriculum of BS Economics: A Qualitative Analysis

2021 ◽  
Vol 4 (1) ◽  
pp. 195-204
Author(s):  
Muhammad Akhtar ◽  
Najam-ul- Kashif
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Content Analysis ◽  
Higher Education Institutions ◽  
Employability Skills ◽  
Academic Needs ◽  
Job Market ◽  
Qualitative Research Design ◽  
Interpretive Design

Universities are imprving their policies and curriculum to meet the changing needs of job market.  At the same time the employers look complaining about the skills and the characteristics a graduate comes with for employment. Considering this, underlying research investigates the glimpses of development of employability skills in curriculum of discipline of economics implemented in higher education institutions of province of Punjab. For the purpose of fulfillment of  the aim of study, this research adopted the qualitative research design. The proposed study has explored, by content analysis, role of higher education institutions, and curriculum of economics to address  development of employability skills in graduates in universities. By using qualitative interpretive design, sub themes were sorted out followed by broader themes. Broader themes  emerged from sub themes. The study explored that regarding development of  most of the skills, the curriculum of economics had suitable content . Moreover curriculum has enough content to meet educational needs of students with diversity. A few needs of students regarding employability skills remained unfulfilled. The study recommended for teachers to have increased understanding of students needs to practice good  pedagogy and revise curriculum  to fulfill their academic needs as well as to increase the employability skills  by universities in Pakistan.

scholarly journals Higher Education for Sustainability in the Developing World: A Case Study of Rafik Hariri University1 in Lebanon

2019 ◽  
Vol 8 (2) ◽  
pp. 379 ◽  
Author(s):  
Jamil Hammoud ◽  
Mohamed Tarabay
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Ad Hoc ◽  
Developing World ◽  
Higher Education Institutions ◽  
Analytical Framework ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Sustainable Society

Responding to heightened global interest in and concern for the sustainability of the planet and our ways of life on it, The United Nations’ Transforming Our World: The 2030 Agenda for Sustainable Development (2015) came out as a very ambitious and historic global agreement. The agenda identified what have become known as the 17 Sustainable Development Goals (SDGs), along with their detailed targets to mobilize and guide global efforts toward ending poverty, fostering peace, safeguarding human rights and protecting the planet. Education for Sustainable Development forms part of Target 4.7 of Sustainable Development Goal 4, which seeks to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles…”Departing from the Brundtland Commission’s (1987) definition of sustainable development as a paradigm of resource use that “meets the needs of the present without compromising the ability of future generations to meet their own needs,” universities have progressively been incorporating sustainability values, practices and initiatives into their activities, throughout the realm of what they do in teaching, research, administration and operational systems.  Indeed, Commitment to sustainability at universities worldwide dates back to the 1980’s, with a number of landmarks and declarations such as the Magna Charta of European Universities (1988), and the Talloires Declaration of University Presidents for a Sustainable Future (1990).However, the debate so far has centered mostly on the rationale and reasoning for broad adoption, rather than the various actions to be undertaken by higher education institutions (HEIs). Moreover, Efforts and initiatives to integrate sustainability into higher education in the developing world have been ad-hoc, modest and small (Mohamedbhai 2012).  We could only find a few research studies covering such efforts and initiatives anyways (Awuzie & Emuze, 2017; Bhat et al., 2017; Khalaf-Kairouz, 2012).This paper aims to describe sustainable practices of higher education institutions in the developing world, via a case study of Rafik Hariri University in Lebanon.  The authors utilize the 12 Features of Sustainable Society, developed by the Forum for the Future (2003) as an analytical framework, based on the Five Capitals Model.  The research instrument was a questionnaire derived from the 12 Features of a Sustainable Society and designed to identify the strategies, policies, values and practices pursued by the university to contribute to sustainable development.The outcome is a detailed level analysis into the ways in which a small institution of higher education in a developing country contributes to the betterment of the world via engagement in sustainability. Keywords Sustainability; Sustainable Development; Higher Education; Developing World; Higher Education for Sustainable Development; Rafik Hariri University; Lebanon; ESD; SDG; HESD

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