scholarly journals Private Universities and Development of Higher Education in Nigeria: A Mixed Methods Approach

2017 ◽  
Author(s):  
Yusuf Suleiman ◽  
Zahyah Hanafi ◽  
Muhajir Taslikhan
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Private Universities ◽  
Private Investment ◽  
Private University ◽  
Developed Countries ◽  
University Education ◽  
Historical Background ◽  
Teaching Staff ◽  
Mixed Methods Approach

Private university education is unarguably one of the growing trends in the education system in the world. Providing university education to citizens should not be the solitary efforts of government, but should be the responsibility of adults at all levels. The giant stride of private investment in the acceleration of university education in Nigeria is overwhelming. This paper examines the private university's contribution to the development of university education in Nigeria, focusing on the strengths, weaknesses and way forward. Basically, the purpose of the study is to highlight the areas where private universities had contributed to the advancement of university education. It carefully looked at the historical background, rationale and antagonists of private universities. Also, the paper examined the global trends of private universities. Methodologically, mixed methods approach was used for the study. Quantitatively, secondary data were collected and analyzed to establish the areas in which private universities contributes to the development of higher education in Nigeria. Qualitatively, interviews were conducted in two private universities, where teaching and non-teaching staff of the universities granted the interview. NVivo Software was used to do the transcription, coding and analysis of the interview. Findings from the two methods employed revealed that the importance of private universities cannot be under-estimated, it is akin to the advancement of university education in Nigeria. Conclusively, the activities of private universities would continue to play a positive role in ensuring that Nigerian university education is placed among the developed countries. Significantly, the study would assist private universities on how to improve their efforts for a better private university education so as to ensure quality service. Also, government should endeavour to assist private universities in the area of staff capacity building and infrastructure. Lastly, enabling environment should be provided by the government for more private investors to establish more universities in Nigeria.

INNOVATIONS IN POLICY OF TEACHING AT THE UNIVERSITIES IN THE CONTEXT OF ACADEMIC REVOLUTIONS

2020 ◽  
Keyword(s):  
Higher Education ◽  
Developed Countries ◽  
University Education ◽  
University Teaching ◽  
The European Union ◽  
The Third ◽  
Educational Processes ◽  
The Usa ◽  
The Developed Countries

Categories of the academic revolutions and innovations in a perspective of educational policy at the higher school are considered. Special attention is paid to the development of innovations in training at the foreign and Ukrainian universities, since X1X of a century up to now. It is noted that agricultural, industrial, global, demographic and other revolutions created basis for the academic revolutions which resulted from transformations of society and caused innovations in higher education systems. The contribution of the academic revolutions in strengthening of role of the universities in society is confirmed. The major innovations in training stimulated university teaching throughout all academic revolutionary periods (after 1867, 1945, 1983) in developed industrial and developing countries, such as the USA, some states of the European Union and Ukraine. Emergence of innovations in policy of teaching at the universities during the first academic revolution, their modification during the second one, and new turns in transformation of innovations during the third academic revolution is investigated. Introduction of innovations in teaching differed in intensity and scale during the academic revolutions. On examples of teaching it is shown how political and ideological processes in society influenced functioning of the universities. An attempt to compare educational processes during three revolutions and to reveal the most innovational period was made. It is proved that innovations in training were implanted in three academic revolutions, the third one turned out to be the most innovative. The major innovations in policy of teaching were connected with the development of scientific and technical knowledge that contributed to the emergence of the information society. The developed countries offered the introduction of policy of cooperation in the higher education that made impact on innovations in university education. The Coronavirus pandemic of 2019/20 demonstrated the need to use various forms of Internet communications (Zoom, Google Classroom, Moodle, Whereby, etc.) to switch to new opportunities to teach students in higher education institutions around the world at the beginning of the XXI century.

The tension of elite vs . massified higher education systems: how prospective students perceive public and private universities in Kenya

2009 ◽  
Author(s):  
Moses Oketch
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Private Universities ◽  
University Education ◽  
Snowball Sampling ◽  
Prospective Students ◽  
School Students ◽  
Public And Private ◽  
Random Samples ◽  
Acceptable Quality

This article examines how recent changes, leading to a diversified supply in Kenya's university education system, is reflected in prospective students' aspirations, perceptions and preferences to undertake university education. The results, based on a combination of a convenience and snowball sampling of settings, within which random samples of final year high school students were selected, reveal that aspiration to undertake university education is high among all social groups, and that state universities are preferred by a majority of the students in spite of the rapid growth in the number of private universities of acceptable quality. By examining the aspirations of students and college choice, the paper engages the debates around elite vs . massified higher education in Kenya's context.

scholarly journals Facilitating the Role of Private Universities Through Entrepreneurship Development Program: A Case Study on Southern University Bangladesh

2020 ◽  
Vol 9 (4) ◽  
pp. 86
Author(s):  
Kazi Nazmul Huda ◽  
Arman Hossain ◽  
Maquesurat Ferdous
Keyword(s):  
Higher Education ◽  
Private Universities ◽  
Development Program ◽  
Private University ◽  
The Body ◽  
Higher Education Management ◽  
Entrepreneurship Development ◽  
Education Management ◽  
Southern University

The main purpose of this research is to establish a link between Entrepreneurship Development Program (EDP) and the role of private universities to show how EDP helps the performance of common roles of a university. Here, qualitative research methodology has been used to investigate the contribution of EDP of Southern University Bangladesh (SUB) in facilitating the conventional roles of a university. The EDP faculty members of SUB are selected as sample and a face to face interview is conducted with them individually to rationalize EDP as an effective intervention to facilitate the roles of SUB as a university. The study discovers six universal roles of a private university where the EDP of SUB facilitates the performance of the roles such as innovation, community development and promoting national heritage etc. The study also identifies the factors which impede the effectiveness of EDP and proposes some guidelines for the successful continuation of the program. As every private university has the propensity to play an effective role in the socio-economic development of a country, this research may contribute a lot to the body of knowledge of higher education management and endorse the significance of EDP in facilitating the role of higher education institutions effectively.

scholarly journals QUALITY ASSURANCE OF UNIVERSITY EDUCATION IN EU COUNTRIES: ROMANIAN AND POLISH EXPERIENCE

2019 ◽  
pp. 34-37
Author(s):  
I. Mariuts ◽  
О. Derkach
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
University Education ◽  
Historical Background ◽  
Internal Quality ◽  
Quality Of Education ◽  
Quality Of Higher Education ◽  
Polish Experience ◽  
Eastern European Countries

The article presents an analysis of external and internal assessment of the quality of higher education of Eastern European countries experience, namely Poland and Romania. These countries are close to Ukraine not only geographically, but also have a common socio-historical background. In particular, we consider it promising to introduce experience of these countries, since they have recently been successfully integrated into the European Higher Education Area, and Ukraine is still confidently following this path. The article presents the external quality assurance structure of higher education on the example of Romania, namely the organization, mission, tasks, activities of the Romanian Agency for Quality Assurance of Higher Education (ARACIS), is extremely relevant in the period of Ukrainian Agency for Quality Assurance of Higher Education formation. Concerning the assurance of internal quality of education, the article presents experience of Poland – analyzes the requirements for internal quality of education, standards, the activities of Polish Accreditation Commission.

scholarly journals Benefits and challenges of applying e-learning in the Georgian higher education system

2021 ◽  
Vol 16 (02) ◽  
pp. 12-32
Author(s):  
Giorgi Abashishvili Giorgi Abashishvili
Keyword(s):  
Higher Education ◽  
Education System ◽  
Tertiary Education ◽  
Developed Countries ◽  
Learning System ◽  
Teaching Staff ◽  
Deep Roots ◽  
Learning Platform ◽  
Percentage Points ◽  
E Learning

E-learning has an increasingly important role within the ever-growing tertiary education system in many developed countries. While the research on e-learning is still relatively a novel discipline, with even a universally accepted definition being absent, there are numerous indications pointing to its increasing importance. For example, in the US alone, some 35% of university students take at least one online degree, while the ratio has been steadily increasing in the recent years. There are numerous underlying factors which support the intensification of e-learning. Most countries cannot keep up with the increasing demand for tertiary education by merely expanding their traditional universities – be it because of high needed fixed investments, or because or elevated costs of engaging the relatively scarce teaching staff. In the same time, the ICT revolution – as well as the ongoing COVID outbreak – both facilitate and require shifts to a delocalized contact between students and the teaching staff. In sum, this provides many developing countries with a mechanism of provision of tertiary education to large masses of prospective students without having to invest in physical infrastructure. However, this is not a process without challenges. Regulation in many countries is only yet to cope with these technology and demography-induced shifts in education. Some academic fields are not yet appropriate for distance learning. Cheating and plagiarism could be widespread if not tackled with appropriate strategies and technological solutions. This document examines these elements by providing an overview of the experiences in some of the countries where the e-learning system already took deep roots. Georgia has much to gain if it includes e-learning in its tertiary education system. Georgia at this moment is, seemingly, one of the few relatively developed countries which still do not have a fully-fledged and accredited e-learning platform within its tertiary education system. However, as World Bank data show, some 64% of Georgia’s high school graduates successfully enroll to a university, which is approx. 10 percentage points lower than OECD average, or as much as 25-30 percentage points lower than some of the world’s top education performers, such as Finland, the Netherlands or South Korea. While this gap needs to be bridged if Georgia is to tap the potential of the ongoing technological revolution, introduction of e-learning to its system may be of significant help, while it would not incur large additional costs. Indeed, numerous international examples show that in many countries, the number of students enrolled to universities soared following the introduction of e-learning, while the quality of education has not declined. In terms of increasing the base of potential enrollments, in Georgia’s case it is important to underline that e-learning may also be a mean of reaching out and connecting with members of the numerous Georgian diaspora. Also, setting up an e-learning platform also helps the universities to engage top lecturers in many educational domains at relatively low cost, meaning that more students may be given a higher quality education. COVID-19 outbreak is a case in point. The ongoing pandemics outbreak has shown, among other, that true business continuity for many education institutions, at all education levels, could have only been reached by employing adequate e-learning procedures. This means that those who have already instituted some forms of e-learning had fewer difficulties in overcoming the operative issues, while continuing to deliver education. Keywords: Higher education, E-lerning.

scholarly journals Effect of Role Models - A Critical Study on the Recent Research Contribution of Vice-chancellors of Selected Private Universities in India

2018 ◽  
pp. 118-139 ◽  
Author(s):  
P. S. Aithal
Keyword(s):  
Higher Education ◽  
Research Productivity ◽  
Role Models ◽  
Role Model ◽  
Research Output ◽  
Private Universities ◽  
Private University ◽  
Critical Study ◽  
Vice Chancellors ◽  
Administrative Responsibilities

Many Countries around the globe have adopted private University system as a part of their higher education offering strategy. India, being the second highest in the number of private universities in the World, has given exactly 50 % shares to privately governed Universities (Private & Deemed to be universities together) and remaining 50% are Govt. Funded universities (Central & State Govt. together). Presently in India, there are 264 private universities spread over 22 states. Along with providing latest industry-oriented higher education training and placement, private universities are also have the challenge to involve both students and faculties in innovative research in order to increase the research output. While discussing the challenges of increasing the research productivity in organizations, recently proposed Theory of Accountability (Theory A) suggests the strategy of showing ‘Role models’ in the organizations to the researchers so that the target of each and every researcher can be substantially increased with the slogan – ‘It is Possible’. In this paper, we have proposed the responsibility of Vice-chancellors as Role models for researchers to boost the research output of the universities by adding self-contribution of them in the form of research publications. In this regard, we have studied the contribution of Vicechancellors to present them as Role models to researchers in private universities due to their less administrative responsibilities compared to public university Vice-chancellors in India. The research contributions in the form of published papers in journals for the last 5 years is tabulated, analysed, and discussed to see the Role model characteristics and is compared with an optimistic estimate, realistic estimate, and pessimistic estimate of our theoretical prediction. Finally, the reasons for the negative result and some guidelines are suggested to increase the Vice-chancellors contribution to increase the research productivity along with the brand image of the universities.

scholarly journals TENDENCIES OF DEVELOPMENT OF UNIVERSITY EDUCATION OF EU COUNTRIES AS AN OBJECT OF INTER-DISCIPLINARY RESEARCH

2019 ◽  
pp. 294-305
Author(s):  
Kateryna Binytska
Keyword(s):  
Higher Education ◽  
European Union ◽  
Educational Process ◽  
University Education ◽  
Educational Services ◽  
Teaching Staff ◽  
The European Union ◽  
Eu Countries ◽  
Education Levels ◽  
The Eu

The article deals with the issue of the development of university education in the EU countries. The article presents statistical data on the number of students at each of the higher education levels of the European Union. The factors influencing the process of university education development have been discussed: European and national. It is generalized that the current tendencies of the development of higher education in the countries of the European Union are: the mass character of population obtaining higher education; increasing accessibility of higher education for citizens; internationalization. The general tendencies of organization of the educational process in universities of the European Union countries include: the use of higher education levels (bachelor and master); the use of credit-transfer system of training; the education quality control (developing common criteria for evaluating the quality of teaching and providing educational services); the expansion of academic mobility (creation of integrated educational programs and programs for conducting scientific researches); from teaching – to self-study; from skills – to competences and learning outcomes; orientation to achievement of goals and attention to the evaluation of achievements; dialogue between structures; from linearity – to dynamic thinking; providing the employment of graduates. It is noted that current trends in the development of higher education and specific activities of universities of the EU countries are increasingly affecting the socio-political and economic development of European countries. The objectives of the educational policy of the EU countries include: improving the provision of educational services, facilitating the employment of graduates and strengthening interaction with various sectors of the domestic and world economy, strengthening international cooperation activities, mobility of students and teaching staff, internationalization of higher education, which are crucial factors for advancement of our country in the global competition on the world market of goods and services. Taking into account the considered tendencies of the development of university education in the EU countries, recommendations have been offered to the domestic universities to improve their activity.

scholarly journals Does higher education change value perceptions?

2018 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Mehmet Fatih Yigit
Keyword(s):  
Higher Education ◽  
Private Universities ◽  
Comprehensive Analysis ◽  
University Education ◽  
Positive Effects ◽  
Education Change ◽  
Value Perceptions ◽  
Perceptions Of Students ◽  
Higher Education Change

The purpose of this study is to look at whether higher education has an effect on value perceptions of students. In particular, the researcher will examine the role of 'foundation' or 'private' universities on the priorities of value perceptions. The results are limited to the 115 students participated in the study. In order to have a more generalizable and comprehensive analysis, large number of students from other universities should  also be studied. That way we could have a more convincing claiming about whether university education have negative or positive effects on the change of certain values. However, for the current study we can claim that university education is changing the level of value perceptions of students mostly in negative ways.

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 Measuring a University’s Image: Is Reputation an Influential Factor?

2021 ◽  
Vol 12 (1) ◽  
pp. 19
Author(s):  
Belén Gutiérrez-Villar ◽  
Purificación Alcaide-Pulido ◽  
Mariano Carbonero-Ruz
Keyword(s):  
Higher Education ◽  
Private University ◽  
University Education ◽  
Influential Factor ◽  
Three Dimensions ◽  
Higher Education Management ◽  
Two Phase ◽  
Education Management ◽  
Confirmatory Factor ◽  
The University

Today, the higher education sector can be considered a market and, within it, private university education is a common marketable service in the literature on higher education management. Research on the analysis of the variables that generate the university image has been the subject of numerous investigations. Although there is no generally accepted definition, most authors approach the measurement of image through multi-factor scales, with variables relating to functional and psychological elements. This research aims to contribute to study of the most determinant variables in measuring a product’s image, assessing especially the effect of the reputation construct. This was done through measuring the image of the “private university” product as perceived by citizens of Andalusia, based on a standardized model with three dimensions—functional and affective aspects and reputation. After adapting and validating the questionnaire, a two-phase procedure is performed with double validation through exploratory and confirmatory factor analysis. The results show an adapted scale valid for measuring the image of a generic product; with presentation and discussion of a series of advantages of incorporating reputation and measuring image through models with three dimensions. This article goes deeper into the possible influence of reputation as a determinant factor in measuring image, an assumption arising from some models for measuring image, something that so far has not been sufficiently contrasted.

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