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Purpose: Studies show that building information modelling (BIM) technology can improve construction productivity regarding the design, construction and maintenance of a project life cycle in the 21st century. Revit has been identified as a frequently used tool for delivering BIM in the built environment. Studies about BIM technology via Revit are scarce in training middle-level workforce higher education institutions. Thus, this study aims to investigate the relevance of BIM technology and offer measures to promote digitalisation in Nigeria's built environment polytechnic undergraduates via Revit. Design/methodology/approach: Given the unexplored nature of training the middle-level workforce in Nigeria, 37 semi-structured virtual interviews were conducted across Nigeria, and saturation was achieved. The participants were knowledgeable about construction-related BIM. The researchers used a thematic analysis for the collected data and honed them with secondary sources. Findings: Improved visualisation of design, effective and efficient work productivity, automatic design and quantification, improved database management and collaboration and data storage in the centrally coordinated model, among others, emerged as BIM's benefits. BIM technology via Revit is challenging, especially in Nigeria's polytechnic education curriculum. The 24 perceived issues were grouped into government/regulatory agencies-related, polytechnic management-related and polytechnic undergraduate students-related hindrances in Nigeria's built environment. Research limitations/implications: This study is limited to BIM implications for Nigeria's built environment polytechnic undergraduates. Originality/value: This study contributes to the literature paucity in attempting to uncover perceived issues hindering the implementation of BIM technology via Revit in training Nigeria's built environment polytechnic undergraduates via a qualitative approach. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to assess the current knowledge and awareness of environmental and sustainable development of Nigerian students by investigating the influence of their sociodemographics. Design/methodology/approach: This study adapts the concept of using an assessment model in a bespoke application of Sulitest® and Assessment of Student Knowledge. A total of 650 undergraduate students (in the environment, engineering and agriculture programs) were administered a paper-based questionnaire from June to July 2019. Findings: This study determined that Nigerian students performed poorly on the sustainability literacy test (SLT). Furthermore, students majoring in agriculture exhibited higher knowledge in the social and overall topics, followed by students majoring in the environmental field. From the study findings, the authors recommend that periodic assessment using SLT measures will help higher education institutions (HEIs) identify targeted sustainability programs for the development of students and educators. Hence, HEIs in Nigeria and elsewhere should use sustainability assessment tools to promote pro-environmental awareness. Originality/value: The SLT is one of several options to assess sustainability knowledge in HEIs. Several HEIs across the USA and Europe have been known to adopt some SLT assessment techniques to improve environmental literacy among students. However, environmental literacy has global implications; hence, this study contributes to the limited body of literature investigating the level of environmental awareness or literacy among university students from a developing country, focusing on the three main study programs (agriculture, environment and engineering). [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore and encapsulate the enablers that can facilitate education for sustainable development in higher education (HE). The study also aims to understand the interdependence between the enablers. Design/methodology/approach: The study adopts the total interpretive structural modelling approach to comprehend the interaction and transitivity between the enablers. Cross-impact multiplication matrix analysis was applied to rank the enablers and classify them on the basis of the driving and dependence power into dependent, autonomous, independent and linkage enablers. Findings: An extensive literature review and expert opinion helped in identifying 10 enablers that can promote sustainability in higher education. The structural model revealed government policies, media, accreditation/sustainability audit, sustainability leadership and institutional commitment as the crucial enablers that can drive sustainability and activate the enablers with high dependence and low driving power. Practical implications: The results of this study will assist the policymakers and management of universities and colleges in understanding important factors that can facilitate sustainability in higher education. Universities and colleges to incorporate sustainability in their system need to transform not only the core higher education activities of learning and teaching, research and engagement, also the way the colleges operate its culture, governance, structure and how it supports the staff and students. Originality/value: So far, research on sustainability in higher education has looked into each factor in isolation. This research provides a comprehensive view of the factors and has attempted to establish a multidirectional interplay between factors facilitating sustainability in higher education (SHE). [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore if, and how, business schools globally have been engaging their students in the Sustainable Development Goals (SDGs), both inside and outside the classroom, since the SDGs were agreed upon in 2015 until mid-2020. Design/methodology/approach: The data is collected from information submitted as part of reporting requirements to the United Nations Principle for Responsible Management Education over the time in question. This paper outlines the range of approaches being reported on which specifically relate to students and explicitly mention the SDGs. Findings: The results show that although there are a growing number of innovative approaches that could become the basis for the way management education approaches the SDGs moving forward, the majority of schools are not engaging their students in the SDGs. Of those schools that are, most offer limited evidence of it being embedded into the core of what students are learning or of it being approached in an interdisciplinary way. Business graduates are not being exposed to the SDGs in a way that connects them to "business as usual". This is a missed opportunity for the students, the universities and the global community, given the important influence that management education, and the business sector by extension, has the realisation of the goals. Originality/value: The results can help inform and inspire higher education institutions to engage students in the SDGs. A methodology to measure the degree of engagement is presented, which can then be used as a tool to benchmark progress. [ABSTRACT FROM AUTHOR]

Purpose: Education, training and continuing professional development are amongst the evidence-based initiatives for attracting and retaining rural and remote health professionals. With rapidly increasing access to and use of digital technology worldwide, there are new opportunities to leverage training and support for those who are working in rural and remote areas. In this paper we determine the key elements associated with the utility of digital technologies to provide education, training, professional learning and support for rural health workforce outside the University and tertiary sector. Design/methodology/approach: A scoping review of peer-reviewed literature from Australia, Canada, US and New Zealand was conducted in four bibliographic databases – Medline complete, CINAHL, Academic Search complete and Education Complete. Relevant studies published between January 2010 and September 2020 were identified. The Levac et al. (2010) enhanced methodology of the Arksey and O'Malley (2005) framework was used to analyse the literature. Findings: The literature suggests there is mounting evidence demonstrating the potential for online platforms to address the challenges of rural health professional practice and the tyranny of distance. After analysing 22 publications, seven main themes were found – Knowledge and skills (n = 13), access (n = 10), information technology (n = 7), translation of knowledge into practice (n = 6), empowerment and confidence (n = 5), engagement (n = 5) and the need for support (n = 5). Ongoing evaluation will be critical to explore new opportunities for digital technology to demonstrate enhanced capability and retention of rural health professionals. Originality/value: To date there has been limited examination of research that addresses the value of digital platforms on continuing professional development, education and support for rural health professionals outside the university and tertiary training sectors. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to assess the contribution of the UN's Principles for Responsible Management Education (PRME) in higher education, covering education, research and outreach in Brazilian higher education institutions (HEIs) after becoming signatories. Design/methodology/approach: Teachers representing Brazilian HEI signatories to the PRME were interviewed. The IRAMUTEQ software was used for content analysis, descending hierarchical classification and similarity tree, allowing to quantify the quality variables originating from the professors' beliefs and opinions. Findings: The PRME helps Brazilian HEIs to review or create disciplines related to responsible management education and adopt transdisciplinarity for sustainability. The signatories' PRME-influenced research is interdisciplinary, focusing on the UN's Sustainable Development Goals (SDGs). Social responsibility is promoted through local-community projects, while partnerships, initiatives and innovative pedagogies from foreign-signatory HEIs provide international experiences for teachers and students. However, within one initiative, which had 170 signatories in 2008 and over 800 in 2020, indicators should be formulated to analyze and enhance HEIs' sustainability profile. The PRME contributes to educating young people and adults in Brazil via education, research or outreach; however, this contribution needs to be assessed. Originality/value: Prior studies have not collected data through interviews to consider professors' perspectives on the PRME's contribution to signatory HEIs in Brazil. This study interviewed professors involved with the PRME to broaden their understanding beyond bibliometrics and assess the alignment of the PRME and UN SDGs. [ABSTRACT FROM AUTHOR]

Purpose: Education can provide learners with the necessary awareness, values and skills to understand the complexity of sustainability. This study aims to analyse the extent to which sustainability concepts have been implemented in higher education programmes in the tourism and hospitality fields. Design/methodology/approach: For the purpose of the current study, data on all tourism and hospitality programmes offered in Cyprus higher education institutions (HEIs) at the Bachelor level was obtained. Analysis was conducted on publicly available programme descriptions, learning outcomes, program content and syllabi and course descriptions. Findings: The study finds that sustainability concept implementation in undergraduate hospitality and tourism degree programmes is at a developing stage. The majority of the HEI follow trends and offer sustainability courses either as compulsory or elective courses, but concept implementation in programme learning outcomes and programme descriptions is relatively limited. Originality/value: This paper presents a review of data and evidence on sustainability concept implementation in tourism and hospitality education in Cyprus. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to discuss key aspects of knowledge management (KM) education in response to challenges posed by the necessity to improve KM as a discipline and an established professional field.Design/methodology/approach The paper is based on a systematic review of the current literature. This review was used as input in a recent panel held at the 2016 International Conference on Knowledge Management (ICKM). The paper brings together current literature with thought-provoking panelists’ presentations and subsequent debates with the audience.Findings KM education from the “why, what, who, where and when” perspectives were first addressed and analyzed, and the end result was a reflection on “how” to approach KM education in the future.Research limitations/implications This paper effectively underlines that, KM being a relatively new phenomenon, there is no clear consensus about roles that KM employees should play in an organization, what KM competencies and skills are needed, and where and when these should be obtained. Broad guidelines on how to approach KM education in the future may serve as a basis for further research.Practical implications The study provides suggestions on how to place KM in adult education.Originality/value The paper tackles the research questions through an innovative combination of a systematic literature review and a panel discussion on the topic of KM and education. Overall, the paper provides a fresh view of the state of the art of knowledge and research on the topic and also shows the common vision of a group of KM researchers and educators. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to compare the environmental sustainability practices at the campus operations between two Portuguese higher education institutions (HEIs) at different stages of the implementation of an Eco-School Programme. It also seeks to analyse the involvement of the students in the process of implementing these practices in their institutions. Design/methodology/approach: A questionnaire survey was carried out in two HEIs (a green and a non-green institution). Data were collected from a total of 832 students. Techniques of descriptive statistics and inferential statistical techniques such as the Mann-Whitney test, χ2 and Spearman correlation test, were applied. Findings: The results obtained show that, from the students' perspective, and in both institutions, there is still much to be done on the path towards sustainability, particularly in transport and landscaping. Significant differences were found only between some environmental sustainability practices at the campus level. However, students from the green institution are more participative in sustainability activities. Practical implications: This study provides a picture of two HEIs' sustainability behaviour from the students' standpoint, which can be important for decision-makers in HEIs, in as much that students are one of the HEIs' major stakeholder groups; furthermore, it enables them to better guide their efforts towards sustainability. Originality/value: This paper focusses on the students' perspective and their role in the sustainability initiatives undertaken by HEIs. It can be useful for future research that attempts to analyse the importance of HEIs' stakeholder participation in sustainability. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to present a briefing on milestones of Malaysia Centre of Tourism and Hospitality Education (MyCenTHE) regarding its role as a nation-building exercise in developing human capital talent for future sustainable hospitality and tourism in Malaysia. Under a national initiative by the ministry of education, hospitality and tourism educational institutes in the country have set out to better prepare graduates for industry. MyCenTHE aspires to build a hospitality and tourism cluster (threefold) so that Malaysia is able to increase its annual output of hospitality and tourism personnel from 20,000 in 2009 to 50,000 in 2020 and increase the share of graduates with diploma- or degree-level awards from 13% to 50% by 2020. These expectations can only be achieved by creating a sustainable pool of workers for this sector. It was in this context for which "MyCenTHE" was conceived. Design/methodology/approach: The current study is based on documentary analysis of secondary sources, qualitative in nature, and presents a case study of MyCenTHE with its key accomplishments in promoting hospitality and tourism education in Malaysia. Findings: The hospitality and tourism industry in Malaysia is set to create 600,000 new job opportunities and in so doing, will need many more skilled, work-ready graduates in the coming decade. This paper highlights the collective efforts of the private higher education sector together with some selected public institutions (polytechnics) under the umbrella of the ministry of education through the MyCenTHE platform in promoting hospitality and tourism education nationwide via national awareness campaigns, conferences, skill competitions, seminars, forums and corporate social responsibility projects. Originality/value: This paper is of value in its own context and in particular support from ministry and related authorities, 26 institutions of higher education working together, approaches to hundreds of local schools and thousands of audiences/participants in awareness campaigns. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to answer the basic research question "Do highly emotional intelligent teachers increase student's satisfaction in the universities?"Design/methodology/approach The paper is a quantitative study using self-reporting questionnaires applied on 283 students and 10 faculty members.Findings The paper shows the importance of having high emotional intelligent teachers in the universities to increase students' emotional intelligence (EI) and, therefore, their satisfaction. The results show that the primary factor that will increase the EI of students is not what most of the scholars mentioned, the EI of teacher, but the class interactions.Practical implications The paper makes a recommendation to universities to hire emotionally intelligent teachers who stress on increasing the EI of students. Universities, by increasing the EI of their students, will improve their business situation, since if students are happy they will remain in the universities, spending, therefore, more money and encouraging other students to do so.Originality/value No such research was previously conducted in Lebanon where still few people understand the meaning or the importance of EI. This study, therefore, is fulfilling a gap, a brick in the wall of knowledge on class interaction in bridging the link between teachers and students. [ABSTRACT FROM AUTHOR]

Purpose: This study was designed to address the problem of how higher education institutions, as organizations designed to promote learning, responded to the COVID pandemic and the suspension of in-person instruction. The purpose of this paper was specifically to explore how institutions go about learning from the pandemic to better prepare themselves for the future that they will face. Design/methodology/approach: A researcher-developed survey instrument was distributed electronically to 300 faculty leaders at randomly selected universities in the USA. With three follow-up e-mail requests, the survey had a 31% usable response rate. Findings: Survey results indicated that institutional leadership did not make strong use of shared governance in responding to the COVID pandemic in creating operational response strategies. Further, institutions did not alter their policies or make structural changes to be more adept in facing the challenges of a global pandemic and its impact on the financial well-being of the institutions. Although institutions did make changes to their attitudes about students, these were not developmental changes but rather behavioral modification expectations. Originality/value: This study drew upon data collected after the first three months of the global COVID pandemic, providing an important first-look at organizational behavior in response to a largely unplanned global event. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is answer the research question to what extent Ethiopian universities can be considered to be entrepreneurial and explains possible differences among these universities. Design/methodology/approach: The paper is inspired by a mixed methods study at nine universities in Ethiopia applying the entrepreneurial university framework of the European Commission/OECD: a content analysis of university policy and educational documents, a structured survey with 203 respondents, in particular staff and students, and in-depth interviews and focus group discussions with 223 people comprising university top-management, faculty, students and external stakeholders. Findings: Findings indicate that entrepreneurial activities in Ethiopian universities are at their infant stage with limited differences among the universities. The universities are operating in a top-down, central governmental-led development that is not enabling entrepreneurial behaviour at the level of the individual institutions. The paper argues that within this context, leadership is the lever for an entrepreneurial turn at the universities. Social implications: Entrepreneurship development is a priority in many African countries as an instrument for employability of the predominant young populations towards which universities are expected to contribute considerably. The study highlights the tension between a strong say of the government in university operations and creating an autonomous, integrated entrepreneurial culture. Originality/value: The results of this study have relevance for the higher education community in terms of understanding the complexity of transforming institutions into more entrepreneurial organisations in Africa. To the best of the authors' knowledge, there is no previous study that examines entrepreneurial characteristics of several universities in Ethiopia. [ABSTRACT FROM AUTHOR]

Purpose It is important to have a literature review to open any special issue as a way of introducing the state-of-the-art topics and link past research with the papers appearing in this special issue on IC in education. The paper aims to discuss this issue.Design/methodology/approach This research uses the structured literature to investigate the state-of-the-art and future directions of IC literature in education. In total, 47 articles are explored including nine from this special issue.Findings IC in education research is concentrated in Europe and mainly addresses IC in universities. Additionally, current IC research is progressing by examining IC practices inside universities using a third-stage IC approach, with new research also concentrating on third-mission outcomes, thus there is scope to continue IC and education research beyond universities. IC in education can also expand into fifth stage IC research, which abandons the boundaries of the educational institution and concentrate on the impact of IC and education on multiple stakeholders.Research limitations/implications Current IC in education research is too narrow and mainly investigates IC in European contexts using case study methodology. However, there is ample scope to widen research that develops new frameworks in different educational and country contexts using a wider range of research methodologies. IC in education needs to expand its boundaries so it does not lose its relevance, and thus be able to contribute to wider policy debates.Originality/value This paper presents the current state-of-the-art structured literature review of the articles investigating IC in education. [ABSTRACT FROM AUTHOR]

Purpose -- The paper aims to deal with the education for sustainable development (ESD) competences of university educators. The purpose of this paper is to provide a comparative analysis of opportunities for the development of ESD competences in higher education (HE) institutions in Serbia, Croatia and Macedonia. In addition, the paper explores the drivers and barriers experienced in this area using a process-oriented approach. Design/methodology/approach -- For the purpose of collecting data, internet and desktop research was carried out, which was then followed by interviews with key respondents and experts in HE. The interviews were carried out face-to-face or via telephone. In addition, information collected from the interviews was compared with both data found in the literature and official documents. Findings -- The comparative analysis indicated how specific institutional and cultural contexts affect the development of ESD competences in HE in the region. There were differences but also common opportunities for developing the ESD competences of university educators in the countries analysed. For each country, the drivers and barriers, as well as their relevance, were manifested differently and specific key constructs were identified to explain the implementation process for developing ESD competences of university educators. Practical implications -- This paper tried to respond to this diversity of perspectives, contexts and initiatives and attempted to extract the benefits of different approaches to the ESD professional development of university educators in Serbia, Croatia and Macedonia. It is hoped that this paper will provide valuable insights into the development of ESD in HE and support the development of ESD competences in the region. Originality/value -- This is one of the first papers that provide a comparative analysis of the ESD professional development of university educators in Balkan countries. The value of the paper lies in its potential to help us to understand the role that different drivers and barriers play in different patterns of implementation for developing the ESD competences of university educators. [ABSTRACT FROM AUTHOR]

Purpose: The research aims to measure the effectiveness of collaborative learning exchanges transpired through digital tools and technologies (DT&Ts) employed by the mentor universities during the COVID-19 pandemic by conducting an empirical study on undergraduate students in Indian higher educational institutions (HEIs) under the mentorship program based on the corporate social responsibility (CSR) initiative. The pandemic scenario, its impact on the mentor university's social responsibility and the way DT&Ts can assist are investigated in this article. Design/methodology/approach: The interactions with experts and students were conducted to explore the DT&Ts for learning exchanges. Next, structural equation modeling (SEM) was performed to validate the model and perform regression analysis. The quantitative data collection was made through questionnaires during the second deadly wave of COVID-19 that hit India. Findings: The independent variables (IVs) such as the IT infrastructure support (IT_IS), virtual collaborative tools (VCTs) and future-oriented technologies (FOTs) have a significant impact on the CSR learning outcomes (CSR_LOs) of undergraduate students under the mentorship program. However, IV research instruments for innovation could not make a significant effect. Research limitations/implications: The IVs IT_IS, VCTs and FOTs influence the CSR_LOs, while RII does not have an influential impact. Practical implications: As the online learning environment is expected to stay at least in a blended form, adequate CSR funding in infrastructure is necessitated to harness the full potential of this important resource, technology. The results of this empirical investigation affirm that IT_IS, VOTs and FOTs significantly impact CSR_LOs during the crisis. The study findings would encourage the mendtor universities and their stakeholders, including the mentee universities, to evolve and create an ecosystem for effective management of these resources to attain positive outcomes. The study findings can guide the mentor universities in managing uncertainties like pandemics and effectively using the earlier-mentioned critical resources for social responsibility. This research also allows the development of future applications adnd models in mentor-mentee universities for social responsibility, post-pandemic transformation and resilience. Social implications: The DT&Ts came to the immediate rescue during the pandemic and positively affected collaborative CSR_LOs by the mentor universities, but they have not evolved to a level where offline learning can be replaced entirely. Hence, it can be inferred that a hybrid model is preferable. The study also improves the understanding of how DT&Ts are being harnessed to aid collaborative learning in fulfilling the mentors' CSR in fatal emergencies. The purpose is to equip the education system through mentorship so that universities can sustain, innovate and grow even in trying times. Also, it discusses the dynamics of various DT&Ts for creating a sustainable learning environment and utilizing them to make the teaching prolific and influential. Originality/value: There is a scarcity of literature regarding the learning outcomes realized through CSR initiatives and collaboration between mentor-mentee institutions. There is a need to understand how these knowledge exchanges continued despite the physical restrictions during the pandemic. In this direction, this study helps to understand how the DT&Ts played a critical role in continuing learning and keeping abreast in a knowledge society from the perspective of resource-based view (RBV) in these precarious situations. [ABSTRACT FROM AUTHOR]

Purpose In this paper, the results of an investigation aimed at analysing and comparing the environmental competences of future teachers undergoing training in two universities are presented. The purpose of this paper is to analyse the difference in the acquisition of environmental competences amongst two groups of students enrolled in two universities with different levels of introduction of the environmental education (EE) and sustainability contents in their curriculums. This objective is inserted into a wider finality: to provide recommendations regarding the redesign of pre-service teacher training curricula and learning programmes.Design/methodology/approach A specifically designed questionnaire was used in this study to analyse the environmental competencies of students in the final year of their degree in primary education in two Spanish universities. One of them had a highly environmentally oriented programme, and the other had a scarcely environmentally oriented programme.Findings Results show that no significant differences were observed in the results related to the greening level of the training programmes. Pre-service teachers have insufficient environmental knowledge, but with quite positive, responsible attitudes towards environmental issues, and pro-environmental actions that could be categorised as moderate. Results point to the need for further and better pre-service teacher training in environmental issues.Originality/value One of the main factors in the appropriate treatment of EE in schools is teacher training. Despite this principle being widely recognised, not all pre-service teacher training programmes adequately address EE. The added value of this paper is the comparison established between the students that followed a degree with a high impact of the environmental competences in its curriculum and another one that has very few references to these competences in the curriculum. [ABSTRACT FROM AUTHOR]

Purpose -- This paper aims to explore the development narrative and usage of environmental sustainability tours available at universities and takes an in-depth look into the Western Kentucky University (WKU) Green Tour. Design/methodology/approach -- Questionnaires and interviews were conducted with sustainability leaders involved in tours at their university to discover how they were developed and used. An assessment of the WKU Green Tour used surveys and pre- and post-tests to determine the reach of the tour to the campus population, student learning and faculty use. Findings -- There is a lack of data on sustainability tours, making it difficult to design new tours and validate their status as an essential tool. In the case of WKU, the need for data was confirmed, as current practices that were assumed to be effective proved ineffective. Multiple suggestions for improved tours are provided. Research limitations/implications -- The case study used in this paper is not representative of all university sustainability tours as they can vary widely. Given the lack of research on the subject, especially quantitative research, it is a valuable study. Practical implications -- Though sustainability tours are touted as a valuable tool for all campuses, more data are needed to validate this claim. Data suggest the tours are effective tools for increasing knowledge, but there is need for further assessment of tours and how they can be used to create a sustainably literate campus. Originality/value -- This study is the first to assess sustainability tours using mixed-methods. [ABSTRACT FROM AUTHOR]

Purpose: Half of British university students experience assault and harassment behaviours; few report them. Bystander intervention training has been recommended as a means of reducing these behaviours, but there is little evidence about their potential effectiveness in UK contexts. The purpose of this paper is to understand UK students' attitudes towards reporting and intervening in sexual assault, harassment and hate crimes. Design/methodology/approach: A mixed methods cross-sectional survey (n=201; 75.6 per cent women) was conducted in one British university. Open text data were analysed using thematic analysis. Findings: Students considered harassment and assault unacceptable, and were confident to intervene in and likely to report incidents. However, fear of backlash was a barrier to intervening and reporting, and they felt that victims should decide whether to report incidents. Students perceived perpetrators as being ignorant about what constitutes consent, harassment and assault. They identified a need for university community education about this and how to report incidents and support peers. Research limitations/implications: This cross-sectional survey was conducted at one UK University. The data might not reflect other students' attitudes, and may be subject to response bias. University community bystander training should be acceptable, report and support systems might be utilised by students. This may have potential to reduce prevalence and increase reporting. Practical implications: University community bystander training should be acceptable, report and support systems might be utilised by students. This may have potential to reduce prevalence and increase reporting. Originality/value: This is the first study to investigate UK student attitudes to prosocial bystander behaviours. [ABSTRACT FROM AUTHOR]

Purpose: In the past few decades, sustainability in higher education has become ever more prevalent, although the diversity in pace of adoption and the wide range of interpretations and practices is huge. The purpose of this study is to present recent research on organizational change processes in universities. Design/methodology/approach: The methodological approach applied corresponds to the social issue maturation framework, to identify, describe and assess patterns of change across higher education institutions. The maturation of sustainability in universities can be divided into four stages: emergence, popularization, formalization and maturity. Findings: The findings indicate that sustainability processes often begin as ad hoc processes which grow and mature over time as a range of different actors join in. However, sustainability in universities is increasingly connected with sustainability in the private sector and with other public actors. Moreover, there is a growing acknowledgement of the interactions between society, industry and academia. Originality/value: The value of the paper is to provide a critical assessment of the potential of living lab projects initiated in Belgium (Brussels) and Chile (Santiago de Chile) to anchor sustainability firmly both in the functioning of the university and in the interactions with the neighborhood. The authors reflect on the requirements and the implementation of these initiatives as a strong indication of mature sustainability integration in, and by way of, universities. [ABSTRACT FROM AUTHOR]

Purpose Introductory anatomy and physiology provide a core knowledge base to students within clinical health science courses. Increased student numbers, as well as reduced access to laboratory-based cadaveric resources, have created a need for enhanced learning approaches to support learning. The streamlining of courses has also resulted in the need to effectively engage course sub-groups within large units. The purpose of this paper is to utilize the eLearning activities to investigate engagement and satisfaction levels within students undertaking an anatomy and physiology unit.Design/methodology/approach A total of 19 formative quizzes were made available to students. Online practical anatomy laboratories covered anatomical content, and physiology quizzes covered physiological content. Student engagement was compared using frequency analysis across students studying varying courses. Satisfaction was determined by analyzing student's feedback using frequency analysis.Findings Students accessed the learning activities 29,898 times over semester, with the peak access (37 percent) prior to the closed book exams. The resources were utilized primarily as an exam preparation tool rather than consistently throughout semester. Out of the various courses, the Paramedicine, Physiotherapy and Podiatry students were the most engaged, with the highest percent of "engaged/highly engaged" students. Students from various courses shared very similar views of the perceived benefit of the eLearning activities.Practical implications These results indicated a difference in engagement levels between the students of various course sub-groups, and therefore suggests that the development of course-specific eLearning activities is necessary in large, streamlined units to achieve a more focused approach to support students' learning, engagement and success, so that positive and beneficial learning experiences are ensured for all students.Originality/value These results suggest that in the future, development of eLearning activities is necessary to achieve a more focused approach to support students' learning, engagement and success, so that positive and beneficial learning experiences are ensured for all. [ABSTRACT FROM AUTHOR]

Purpose – This paper highlights the potential value of "return on investment" analysis for leadership development investment methods to better providing research informed decision regarding improving organisational outcomes. Design/methodology/approach – Working with published research on leadership dimensions with greatest impact on student outcomes, return on leadership development formula, and empirical research on Australian university-based educational leadership programmes, this paper demonstrates an illustrative example of estimating the return on leadership investment. Findings – Using an illustrative example of Australian university-based educational leadership programmes, this paper argues that methodologies for estimating the return on leadership development offers a powerful tool for making research informed decisions at the individual, organisational and systemic levels. Research limitations/implications – This paper provides the basis for substantial further work on the measures of impact of leadership preparation and development such as matters of duration of effect, instrumentations of quality, costing and causal models of effect. Practical implications – The methodology demonstrated in this paper provides a basis for individuals, organisations and school systems to make decisions regarding the resourcing, or not, of school leadership preparation and development. Social implications – The methodology demonstrated in this paper provides a basis for individuals, organisations and school systems to make decisions regarding the resourcing, or not, of school leadership preparation and development. Originality/value – The application of return on investment analysis has been rare in educational leadership preparation and development programmes and its value opens up information for rigorous debate on the resourcing, or not, of programmes by systems, government and individuals. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of the current paper is to develop and validate a scale for measuring and managing the acquisition of competences provided by higher education studies. Design/methodology/approach – A representative sample of Spanish graduates was obtained in the framework of the REFLEX project. In this questionnaire, a battery of 19 self-assessed items was used to measure the contribution of universities to the acquisition of generic competences. Exploratory and confirmatory factor analyses were performed. Findings – The main competences acquired in higher education according to Spanish graduates can be grouped as follows: innovation, interpersonal, knowledge management, communication, organisational and professional development. Results indicated excellent fit indexes of this six-factor model to data. Research limitations/implications – This scale may be particularly useful to understand the process of transition of higher education systems according to Bologna principles. It also represents a significant contribution to the existing research in competency-based education. Practical implications – This paper may help higher education institutions to identify improvement areas in their study programmes. Besides, the proposed scale may offer crucial information in the determination of which Bologna principles have been successfully implemented. Social implications – Organisations may use these findings to design formal or informal training for new graduates hired by the organisation. Originality/value – Despite the recent increasing research in the field of competency-based learning and competences required in graduates’ workplaces, this is the first paper that aims to present a validated scale designed to measure graduate self-assessed competences. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to provide an overview of a content analysis of sustainability policies from Canadian post-secondary education institutions. The paper reports findings on the orientations to sustainability evident in the policies; references to other policies within the documents; and other key themes on how sustainability is engaged in the policies in relation to overall governance, education, operations, research and community outreach. Design/methodology/approach – A sample of 50 Canadian colleges and universities was selected based on representativeness across a range of criteria. A qualitative thematic content analysis of these policies was conducted using a collaborative coding approach. Findings – Results suggest that most sustainability policies described a Brundtland (i.e. intergenerational) and/or three-pillar (e.g. economic, environmental and social) orientation to sustainability. Many sustainability policies also connected to other external municipal or provincial policies. In terms of various domains of sustainability, campus operations was discussed by all of the policies and in the most detail, while discussions of sustainability in education (i.e. the curriculum) and in research were vague, and discussions of sustainability in relation to community outreach were included less frequently. Originality/value – This comparative study provides a broad view of sustainability policies from post-secondary institutions across Canada. It deepens our understanding of the institutions’ conceptualizations of, and priorities for, sustainability. This paper has practical implications for institutions seeking to create or further develop their own policies, and it contributes to the comparative scholarly literature on the institutionalization of sustainability in higher education. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to argue that innovation system foresight (ISF) can significantly contribute to the third mission of universities by creating an active dialogue between universities, industry and society. Design/methodology/approach – This paper’s approach is conceptual. The authors analyse the third mission and relevant literature on innovation systems and foresight to explain how and why foresight contributes to the third mission. Findings – The authors propose that foresight contributes to the third mission of universities, particularly to the research and development and innovation dimensions through the development of joint understanding of the agendas and future needs of stakeholders. In addition, foresight enables education to be designed to address identified needs. Research limitations/implications – The findings are both conceptual and exploratory in nature. Thus, the argument needs further examination through a broader study on foresight in the university–industry context and/or longitudinal research on the outcomes and impact of foresight in this context. Practical implications – The findings highlight the importance of understanding the systemic nature of innovation and its role in economic development. Universities must understand their role within the larger innovation system to fulfil the potential of economic development and by extension, their third mission. Originality/value – The paper outlines a novel approach of using ISF to promote university–industry partnerships and the growth of innovation systems. The paper also contributes to the discussion of the third mission by outlining that mission in practical terms. [ABSTRACT FROM AUTHOR]

Purpose The paper presents and analyses quantitative data on student perceptions about the employability of the first degree, and their trajectory choices on graduation. The purpose of this paper is to assess the value of the first degree as a positional good in Portugal, further to the degree’s reduced duration after the implementation of the Bologna Process.Design/methodology/approach In total, 828 students responded to an online survey administered between September 2013 and February 2014. Students came from 17 institutions, public and private, universities and polytechnics, across the country. Differences in student perceptions were analysed by higher education sector, study level and gender through descriptive statistics.Findings The majority of surveyed students, across sectors, study level and gender, assessed as negative the impact of the implementation of the Bologna reforms on the employability of the first degree. This had implications for students’ intended choices on graduation, as the majority consider enroling in a master degree (except for polytechnic students). Additionally, a large proportion of students felt unprepared to enter the labour market after the first degree.Research limitations/implications The size and distribution of the sample pose limitations for the generalisation of results to the student population.Practical implications The finding suggest that enrolments in master degrees are likely to keep rising, a valuable piece of information for institutions and policy-makers responsible for regulating higher education in Portugal.Originality/value Opinions about the value of the first degree have generally been based on qualitative research or anecdotal evidence. This study brings a quantitative perspective on the first degree’s value for different groups of students. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to investigate the role of an under-graduate educational leadership in introducing students to the complexity of school leadership practice. Design/methodology/approach – Theoretically informed by Bourdieuian social theory and drawing on a questionnaire with a cohort of students, the paper evaluates a course in relation to achieving its outcomes. Findings – An analysis of student responses indicates that the course did introduce students to school leadership practice and assist in the construction of a school leadership disposition. Research limitations/implications – The theoretical resources used in the paper have significant implications for how researchers conceive of school leadership practice. Therefore, this paper may be the basis of further work. Practical implications – The findings of this work have implications for teacher educators and specifically universities. From this paper, the inclusion of an educational leadership course in under-graduate programs should become more the norm rather than the exception. Originality/value – This paper has value in two unique ways. First, there has been very little work undertaken on the role of educational leadership courses in under-graduate programs and in the context of increased political attention and no formal pre-requisites for the principalship in Australia, this work is both timely and significant. Second, this paper works with a sophisticated notion of school leadership practice and its location using social theory, a perspective that is uncommon in much of the literature on educational leadership. [ABSTRACT FROM AUTHOR]

Purpose How university context (UC) enhances students’ entrepreneurial intentions and opportunity recognition is an emerging topic. It is known that students learn, not only from educational programmes, but also from the context in which they are embedded. The purpose of this paper is to investigate the effect of such context on student’s entrepreneurial intentions and opportunity recognition.Design/methodology/approach The authors use a three-dimensional institutional framework to describe UC including regulative, normative and cognitive structures. Regulative structures refer to rules and regulations, support initiatives in relation to entrepreneurship; normative structures include shared values and norms; while cognitive structures apply to knowledge among students and faculty. A heterogeneous sample of 196 respondents from five countries was used to create reliable measures of UC and to test the hypotheses with the help of regression analysis.Findings The findings indicate that two dimensions of UC in particular (regulative and normative) were shown to be of great importance in increasing entrepreneurial intentions and opportunity recognition among students.Originality/value The study contributes to this further by suggesting a reliable and theory-grounded scale of UC. Furthermore, this study adds to the discussion on entrepreneurship education by proving evidence of the importance of UC on entrepreneurial intentions. The important contribution is acknowledgement of the fact that social systems both constrain and enable entrepreneurs in their discovery, evaluation and exploitation of opportunities. The authors have established that “would-be student entrepreneurs” do not exist separately from their structural context. Attempts to understand them outside of this context cannot, therefore, fully capture their nature. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to examine the critical success factor of tacit knowledge-sharing behavior among the academic staff of higher learning institutions.Design/methodology/approach A total of 200 questionnaires were distributed among the academic staff of higher learning institutions in Bangladesh. Collectively, 150 usable responses were returned. Apart from descriptive statistics, this research applied confirmatory factor analysis (CFA) and structural equation modeling (SEM) to assess the measurement model and test the research hypotheses.Findings The findings from this empirical examination show that all the Big Five personality traits affect tacit knowledge-sharing behavior among the academic staff of higher learning institutions, except conscientiousness personality trait. However, the role of motivation, self-efficacy and mutual trust are also playing a significant role in tacit knowledge-sharing behavior. The CFA, SEM analysis confirmed the proposed conceptual model with a good model fit.Research limitations/implications The findings of this research contribute to the understanding of the role of personality traits and other antecedents which play a significant role for the academic staff tacit knowledge-sharing behavior which are interesting for policymakers and authorities of higher learning institutions. As there was no sampling frame, the researchers applied convenient sampling technique in choosing the respondents.Originality/value This research plays a pioneering role where it contributes to the growing literature on the relationships between personality traits and other factors to construct a model for the tacit knowledge behavior by considering academic staff of higher learning institutions from a developing country’s perspective. [ABSTRACT FROM AUTHOR]

Purpose Anti-globalization and protectionism movements have transformed strategic internationalization, international business (IB) student engagement and enrollment growth into very complex endeavors. Whereas the literature is rather scarce on solutions, this paper aims to offer some best practices at a highly ranked IB program that can be very useful to business school leaders.Design/methodology/approach Descriptive case study of the Fox IB program (Temple University, USA) is based on an inductive approach and the Quality Function Deployment framework to design and internationalize the curriculum.Findings Listening to the voice of the customers through student and employer testimonials, the author found the elements that make an IB program and curriculum successful. Even senior students who are “between opportunities” feel that the new IB curriculum have prepared them well for their career.Research limitations/implications While the case study methodology is well-suited to understand strategies and processes, this research has natural limitations in terms of generalizability.Practical implications Academic Directors and business school leaders can use these best practices to innovate, engage their stakeholders and grow enrollments. By increasing job placement opportunities and enrollments, they create a virtuous cycle of success and can obtain additional resources for their program.Social implications The value of management education to society is almost incalculable. IB is an integrative management discipline that is instrumental to the success of the global economy and society.Originality/value The best practices of the highly ranked Fox IB program and the 21 student and employer testimonials in this case study have never been shared before. [ABSTRACT FROM AUTHOR]

Purpose The growing scale and scope of the supply chain requires a greater understanding of the broader supply chain skills picture. This study aims to assess the supply chain skills needs within the context of a UK-based higher education institution involving graduates, academics and employers to appreciate the graduate skills demands of modern supply chains.Design/methodology/approach A mixed methods study entailing in-depth interviews with academics followed by a questionnaire distributed to graduates and employers has been designed and utilised.Findings The findings indicate that the changing supply chain scope encourages the requisition and development of different supply chain skills with varied levels of emphases in relation to 25 skills identified in the literature. Key graduate skills needs are highlighted, including time management, collaborative learning, teamwork and problem solving, with the addition of two supply chain skill areas, namely specialist training and the understanding and application of regulations. The findings of the current study present a limited emphasis on information technology (IT) skills, despite the significant IT advancements and changes in supply chains.Research limitations/implications The study has been carried out in a UK university delivering undergraduate supply chain management courses. It would be beneficial to test whether the findings are exemplary across other supply chain courses and to investigate the integration of these skills within the supply chain syllabus and how employers, graduates and academic parties could actively engage in developing the agenda for future supply chain skills needs.Practical implications This research paper highlights the gaps in supply chain skills, which inevitably puts considerable pressure on operatives and managers whose responsibility it is to ensure compliance with regulations and professional bodies.Originality/value This paper contributes to the supply chain skills discussion and reports subject relevant challenges for supply chain educators by engaging three key stakeholders – graduate employers, graduates and academics. The findings have generated additional supply chain skills to the academic literature, in addition to providing an understanding of the weighting of skills in terms of their importance and application to industry needs. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to explore the educational journey of indigenous Australians since the time of the 1788 invasion through into the modern Australian university. This exploration is intended to clarify the way in which education delivery in this country has been used to position the nation's "first peoples" within a context of centre/periphery thinking. Design/methodology/approach -- The paper established an overview of the educational service provision for indigenous Australians through a review of archival materials, historical texts and education reports. This information was then aligned with the data gathered through face-to-face interviews and focus group meetings conducted by the author in her own PhD research, to test the complementarity of the sources in terms of the indigenous experience. Findings -- The paper provides insights into the current positioning of indigenous Australians. The process of viewing the present against the backdrop of the past identified important historical landmarks that were then examined through the diversity of lens provided through interviews/ meetings with contemporary students and staff to reveal the critical impact of centre/periphery thinking on indigenous education in this country. Originality/value -- This paper provides an historical overview of indigenous Australian education that, in clarifying some of the connections and ruptures between "centre and periphery", provides valuable insights into the full diversity of the indigenous historical experience in Australian education. [ABSTRACT FROM AUTHOR]

Purpose - The Joint Information Systems Committee (JISC) is an advisory body to the higher and further education funding councils for England, Scotland and Wales, and the Department of Education of Northern Ireland in matters related to the use of information and communications technology in education and research. In the world of committees, it has been offering remarkably practical digital information products and services for colleges and universities (www.jisc.ac.uk/aboutus/whoweare/valueimpact.aspx) for a variety of very large-scale projects. One of the services helps librarians in comparing and selecting digital information resources for licensing. The JISC Academic Database Assessment Tool (JISC ADAT) - created for JISC by DataSalon - is offered free of charge under a Creative Commons license agreement so it is available to any type of library (and any user) anywhere in the world, not just for JISC members in the UK. This paper aims to address these issues. Design/methodology/approach - The paper reviews the major features, advantages and shortcomings of the promising initiatives of JISC ADAT, and recommends some essential content enhancements to increase its utility for the perennial and daunting task in academic, public, special and school libraries of selecting databases based on their source coverage and essential features of their software platform. Here only the journal coverage aspects are discussed. Findings - JISC ADAT is a promising idea, and indeed JISC is the organisation in the UK that can handle it. However, it still would not suffice, as users would need to learn about the depth of coverage of each journal by the databases, not just about the time span of coverage, and in particular the gaps which may have very different implications. It should show the number of records taken from the journals in the specific database. For nearly 100,000 journals, it seems to be impossible to do, but it could be limited to the active journals, and the process could be automated by a series of macros launching federated searching using the existing journal names and/or ISSNs, and visualising the hit counts in tiny sparkline graphs in a very compact way to make the differences in the real coverage of journals by various databases really stand out. Originality/value - The paper offers insights into the JISC ADAT, outlining its virtues and vices. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to evaluate the use, attitudes and perceptions of both teachers and students towards social media platforms (Facebook and Twitter) in healthcare higher education practice. Design/methodology/approach -- Systematic literature review. A search of published and unpublished databases was conducted from January 2000 to January 2013. Data were synthesised through a narrative approach. All included studies were critically appraised using Critical Appraisal Skills Programme appraisal tools. Findings -- From a total of 876 papers, 16 publications met the eligibility criteria. The review papers were largely of moderate methodological quality. The results indicated that Facebook and Twitter are perceived as potentially useful adjuncts in healthcare higher education practice. Their use as part of a "blended" approach to classroom teaching has been employed to enhance communication and increase accessibility of students to real-world practices and expertise. Whilst students perceive this to be of value, some have reservations regarding the possibility of faculty members spying or infringing on their "virtual" social community. Faculty members expressed some reservations regarding the perceived boundary between student-staff relationships. Originality/value -- This is the first paper to systematically review the literature on the use of social media networking sites in health education. This identified both the potential strengths and weaknesses of using this new technology, and highlights areas to expand knowledge with further research and practice. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to describe and discuss the way internships are currently evaluated in Campania Universities by host institutions.Design/methodology/approach The author collected and described questionnaires used by the universities of the Regional Observatory of Campania University System. These questionnaires are given by the host institutions to interns to fill out, and they evaluate skills growth in terms of initial and final assessment. Data related to these questionnaires are not publicly available, therefore the main data source comes from 732 post-internship questionnaires collected by the University of Suor Orsola Benincasa in 2013-2014.Findings Out of the 732 participants considered, 65 per cent rated excellent for motivation and interest, 55 per cent were rated excellent for the responsibility demonstrated, but only 37 per cent were rated excellent for the level of work autonomy achieved: a signal of the need to better prepare students for internships. Cross-technical and professional skills, which increase of +37 and +32 per cent, suggest that the experience has a very positive value. Regarding the experience outcome, the author detected a positive indicator: in 6 per cent of cases, an early employment occurred.Research limitations/implications It has only been possible to analyze the questionnaires from one of the Campania universities. The results encourage us to explore further, extending instruments and research methods at a national level, too.Originality/value The author built a research database form to compare current questionnaires in Campania. The author collected internship evaluation data from Suor Orsola University to propose a common questionnaire among Campania Universities. By sharing the findings, other universities, national and international, could benefit from the results. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to investigate how students in a Malaysian context, as a result of their experience of a Higher Education Institution (HEI) undergraduate teaching and learning experience in the subject of Marketing, perceive the knowledge, skills and competencies required of a practicing marketer and, conversely, what curriculum developers need to do if there is a “shortfall”.Design/methodology/approach Based on a total sample of a UG student population from an Accountancy, Finance and Business Faculty, the primarily descriptive, positivist, cross-sectional study used inferential statistics to measure the relationship between the four components of marketing knowledge, skills and competencies (the marketing mix, performance, social and emotional competencies, and responsible decision making).Findings Quantitative results revealed that all student perceptions of the requirements to be a “fit for purpose” marketer were highly correlated with requirements from the literature, subject benchmarks and practice with few exemptions.Research limitations/implications The findings are based on one institution. Moreover, knowledge, skills and competency requirements by students’ level of study and practitioner experience may vary by type of HEI, organisation and geographic location.Practical implications Recommendations are made for curriculum development to address both employability and career development, particularly in terms of interdisciplinary co-operation and the teaching and learning of concepts.Originality/value Using the student perceptions of the requirements for being a practicing marketer, HEIs can adjust/add to their curriculum by comparing these to documented sources from academia and practice and by making any necessary adjustments by course of study. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to provide an analysis of specific learning outcomes in an undergraduate commerce degree in a large research-intensive university in Australia.Design/methodology/approach It uses data collected from assurance of learning activities as part of Association to Advance Collegiate Schools of Business accreditation. A total of 267 assessments were marked using nine different rubrics in nine different subjects. It assessed six learning outcomes.Findings Results indicate that a number of skills deficits exist among commerce students’ application of mathematical tools, analysis of business issues or problems, demonstration and application of theories, models or concepts, describing alternative methods of analysis, and generating supported conclusions or solutions, and analysing the research of others. These findings tell us that there are a number of higher order thinking skills that students need to develop when they pursue a commerce degree. It also creates a challenge for universities to foster an environment where these skills are developed in the curriculum.Practical implications The wider implications to higher education include a reconsideration of the purpose of the commerce degree, the importance of feedback from various stakeholders (e.g. alumni, employers) to inform the commerce curriculum, and the range of learning experiences that develop these skills. More importantly, this study has identified specific skills deficits across the broad generic skills embedded in the commerce degree. It can assist academic staff and program managers in planning for future curriculum improvements as they see fit in the context of their own commerce programs.Originality/value This is a novel contribution in that it provides specific assessment of skills deficits in business undergraduate education. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to find out if the characteristics, traits and leadership style of an effective university leader in Lebanon match those of a transformational one. Moreover, it is intended to shed light on the possible transferability of the transformational leadership’s success to the Middle-Eastern society where norms and values differ significantly from the North-American context where research extensively supported its positive effect. Design/methodology/approach – Qualitative data were collected from semi-structured interviews conducted with eight faculty and two staff members chosen based on the purposiveness sampling technique. The researcher tape-recorded the interviews, then transcribed and coded the data before analyzing it. Findings – Results revealed that the director demonstrated to a great extent all the characteristics that define a transformational leader, except when it comes to nepotism and to the lower level employees who are not usually invited to share in the decision-making process. He was able to successfully challenge the process, inspire and motivate all the campus’s employees. However, in order to generalize and conclude that the whole Lebanese higher educational setting encompasses and cherishes the transformational leadership style, additional research is to be undertaken. Originality/value – Although Lebanon has long been a pioneer in the education field in the Middle-East, however, not enough studies are found on the various leadership styles exhibited by Lebanese university leaders, and here lies this research’s value. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to analyze the entrepreneurial intentions of higher education students in a private higher education institution (HEI), enrolled in the following courses: Business Management, Hospitality Management, Tourism and Business Relations. Design/methodology/approach: A quantitative methodology was used through the application of a questionnaire in a private HEI located in the northern region of Portugal and 228 valid responses were collected. Findings: We have found out that (1) the elder the students are, the higher is the probability that they will consider entrepreneurship as the first option to enter the job market; (2) the courses of Business Management and Hotel Management are those that influence the entrepreneurial intentions most positively; (3) the more prepared a student feels in order to start a business, the more likely he will become an entrepreneur; (4) to consider entrepreneurship as the first option to enter the job market is positively influenced by the dimensions of the Attitude Toward Enterprise (ATE), namely, leadership, creativity, achievement and personal control; (5) to have a business idea could be motivated by the course in which the students are enrolled in, if they feel they are prepared to start a business, and by the dimensions of ATE. Practical implications: HEIs and/or regional governments may have an entrepreneurship support office, where students can get assistance in the process of creating their companies and develop innovative entrepreneurial models adapted to older students. The creation of "senior entrepreneurial ecosystems" can be an interesting path to be explored. HEIs can make extracurricular activities available to students. Policymakers must introduce entrepreneurship to primary and secondary education. Originality/value: This study increases the understanding of the individual characteristics of the students in a private HEI, as well as the courses that positively influence entrepreneurial intentions. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to measure the influence of six university qualities, namely academic quality, academic staff quality, management quality, industrial linkage quality and facilities’ quality, on students’ total experience (STE) and emotional attachment. Design/methodology/approach – Judgmental sampling is used to collect data from a sample of 489 undergraduate students of a private higher academic institution. The data are then analyzed using structural equation modeling. Findings – This study finds that only management quality forms a significant direct relationship with emotional attachment, whereas facility quality and industrial linkage form a significant relationship with emotional attachment only when mediated with STE. Originality/value – The results provide important findings to researchers and management of higher education institutions for future research directions. [ABSTRACT FROM AUTHOR]

Purpose – The aim in this paper is to extend Dorothy Smith's conceptual understanding of work to consider the emerging labor of "knowmads" within internationalization of higher education. Through original research on everyday experiences of internationalization, the authors seek to illuminate the ways individuals develop skills and competencies in relation to these new forms of work in order to address the reproduction of inequities. The authors make a connection between internationalization of higher education and knowmadic labor based on the premise that cross-border education is often pursued in order to develop knowmadic attributes.Design/methodology/approach – Through a critical institutional ethnography of one mid-sized Canadian university, the paper uses survey and interview data gathered from students and faculty - individuals who are involved in knowmadic labor connected to internationalization – to illustrate some of the study participants' daily experiences of internationalization coordinated by the institutional structures of the university in times of globalization.Findings – It is concluded that internationalization and connecting new forms of work involved in becoming and producing knowmads not only bypass and disregard present inequities in higher education, but work to reproduce them in new ways.Practical implications – The paper provides insight in regards to processes and allocation of work within internationalization, while addressing forms of social inequities that often cut across these practices and concludes with brief comments on the implications of academic knowmadic labor in Western higher education institutions engaged in internationalization.Originality/value – While research has been conducted on work in international contexts, little has addressed "the labor" that is involved in becoming knowmads, and that of "producing" knowmads. The paper draws connections between the internationalization of higher education and knowmadic work showing that knowmadic labor is often preceded by knowmadic educational opportunities. The cosmopolitan vision of creating globally aware citizens, with international knowledge, skills, and competencies that institutions espouse, are assumed to be good per se, and to lead to knowmadic qualities and attributes required in a knowmad society. The paper questions these assumptions and the relations of power on which they rest. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to investigate whether the institution attended or type of course taken in further education, by students who are classified as low achievers at age 16, influences the probability of their subsequent educational success. Design/methodology/approach – To evaluate the probability of educational success of this subsample of young people, a probit model with sample selection is estimated, using the Youth Cohort Survey data for England and Wales and covering the period 1982 to 2004. Findings – The results suggest that the best route to educational success for "lower achievers" is through further education colleges. There are further significant gains in the probability of educational success for young men who take vocational courses at the FE college. Furthermore, the students taking this route into post-compulsory education are subsequently most likely to enter higher education; a result relevant to policy, since the aim of the Education Act (2008) is to increase the educational attainment of all young people up to the age of 18. Originality/value – The paper provides an analysis of the educational decisions and outcomes of young people who were considered of low ability at age 16. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to explore the impact of the arrival of Colombo Plan Scholars in New Zealand and consider ways in which their experience helped to bridge distances between "east and west", as well as to create connections that traversed geographical and cultural boundaries. Design/methodology/approach -- It draws on contemporary newspaper articles to ascertain how public talk about the Colombo Plan programme shaped initial engagements between New Zealand and the scholarship holders. The paper then analyses archival files from the Department of External Affairs to present an overview of the university courses undertaken by Colombo plan scholars. The final section of the paper draws on oral and archival sources to examine individual encounters between former Colombo Plan scholars and New Zealanders. Findings -- The paper argues that while the public aims of the Colombo Plan focused on the containment of communism and the development of post-colonial connections in the South East Asian region, individual encounters between Colombo Plan scholars and New Zealanders played a role in changing social attitudes in what had been a deeply mono-cultural society. Originality/value -- The paper draws on previously unpublished archival and documentary evidence and oral sources to examine a unique aspect of the history of international education. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of the paper is to analyse non-indigenous student resistance to indigenous history and to improve non-indigenous students' engagement with indigenous history. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to explore why Africa's indigenous knowledge is not playing a more active and visible role in the knowledge economy and to the roles that academia and librarians must play for it to be so. Design/methodology/approach – The paper's approach is to combine a literature review and discussion of the issues. Findings – The importance of indigenous knowledge to development has been established over the years. Calls have been made for African universities to take indigenous knowledge into account in their teaching and research, and to view indigenous knowledge as valuable and as a way of addressing the view of Africa as a consumer of knowledge rather than a generator and contributor of knowledge. However, whilst there have been some initiatives in academia and in libraries to integrate indigenous knowledge into their activities, it has not been enough. The reasons are many and varied and stem largely from the globalizing and unifying nature of the world education system. However, this system does also offer an opportunity for African universities to distinguish themselves as African universities that have something different to offer the world. Research limitations/implications – The paper focuses on universities and libraries in Africa in general although Africa is a vast continent and there are differences in context. Practical implications – Universities and libraries should look inward and find creative ways of integrating Western and indigenous knowledge systems in their teaching, research, engagement and information management. Originality/value – The paper explores concrete ways that academia and libraries can address the matter of integrating indigenous knowledge into their activities to ensure recognition as being distinctively African. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to point to the inefficiency of the Italian educational system as a key factor of persistent differences between the distribution of incomes (skewed) and that of talents (normal), stated in the Pigou paradox. In fact, against the intention assigned to it by the Italian constitution, the educational system is designed in such a way to reinforce, rather than weaken, the current unequal distribution of incomes. Design/methodology/approach – The authors study the socio-educational background of AlmaLaurea graduates by way of correlation and regression analysis. The AlmaLaurea databank is the most important source of statistical information of its type in the country. The authors, consider several indicators of performance, such as the probability of getting a degree, the final grade achieved and the length of studies. Findings – Parents' educational level appears to be the main determinant of the grade achieved at secondary high school and at the university. The effect of family background on children's success at the university is not direct, but through the high school track. In fact, although any secondary high school gives access to the university, nonetheless lyceums provide students with far higher quality of education than technical and professional schools. Parental background affects also the length of studies, which suggests that the indirect cost of tertiary education is much higher for those with a poorer educational background and limited means. Practical implications – Increasing the average educational level was one of the promises of the "3+2" university reform implemented in 2001. This objective has been achieved only in part, due to the continuing high indirect cost of tertiary education, which particularly affects individuals with limited means. More coordination in the interpretation and implementation of the aims of the reform would have prevented the main actors of the reform from failing it. School tracking should be reformed so as to allow more consideration for low school grades in the choice of parents and provide more on-the-job training to students in the professional/technical schools. Originality/value – The paper proposes an interpretation of the Pigou paradox in Italy, based on the inefficiency of the university system, due to the peculiar school tracking and the ensuing high indirect cost of education. On this, the paper provides new circumstantial evidence based on the AlmaLaurea database almost ten years after the "3+2" reform. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to report on an ongoing project investigating library and information science students' perceptions of the library and information profession and their motivations for undertaking a degree in this field. The analysis presented here focuses on students' reasons for becoming involved in information work, and their motivations for embarking on a professional qualification. Design/methodology/approach – The research was focused on students enrolling on Information and Library Studies programmes in the Department of Information Studies, Aberystwyth University. Students from both undergraduate (UG) and postgraduate (PG) courses are represented over the period 2005-2010, undertaking campus-based and distance learning (DL) programmes. A qualitative approach, using focus groups, was taken towards data collection and analysis. Findings – Many students followed a circuitous path into the library and information field, indicating that caution needs to be exercised when making assumptions regarding "typical" library and information workers. Similarly, motivations for attaining a qualification are a complexity of both personal and professional aspirations. Although motivations remain consistent, in line with previous studies, it is argued that "either/or" attitudes to traditional and modern aspects of information work are being replaced by a flexible understanding of the modern profession. Originality/value – The paper builds on and adds new perspectives to literature on student motivations and career aspirations. The groups studied are eclectic, including PG and UG, full-time and DL cohorts across a range of age groups. [ABSTRACT FROM AUTHOR]