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... conceptual and theoretical framework of this research was based on a literature review of internationalisation of higher education (Huisman and van der Wende, 2004). The framework concentrated on the internationalisation strategy as dependent variable and the independent factors that presumably affect its achievement as shown in Figure 1. ...
Citations
... This era explores opportunities for internationalization, partnership with industry and digital transformation in teaching, research and campus operation. These comments are also confirmed by the existing research which covers issues like internationalization and industry partnership [19,20]. Based on the introspection of the participants on the future imperatives of the universities to embrace digitization and social innovation, the researcher proposed a framework applicable for any higher education provider in the kingdom. ...
This study aimed to investigate the challenges and opportunities of industry 5.0 in Bahrain higher education sector. The research questions are related to students’ motivation and engagement in learning, IT infrastructure and resources affecting implementation of digital technologies, social and emotional wellbeing of students, and synergy between industry 5.0 and society 5.0. The research is qualitative in nature. Focus group interview was conducted with eight faculty members and content analysis was done to analyze the interview transcripts. Qualitative analysis reveals that application of industry 5.0 in education enhances students’ engagement and motivation. With collaborative and experiential learning, social belongingness and emotional wellbeing of the students are improved. The human centric approach promotes acquisition of new skills and competencies aligned with the future jobs and focuses on linking activities with sustainable development goals. Challenges and opportunities of industry 5.0 in education have been identified. Based on the findings, a framework has been proposed for the universities to deal with the era 5.0. The framework shows how the universities should respond to the rapid changes brought by disruptive technologies with human centric approach. The universities need to implement digital transformation strategy, focus on building industry partnership, international collaboration, training, robust IT infrastructure and resources, and promote the culture of innovation and entrepreneurship.
... The importance of faculty members in the IoC process has been recognized in many studies (Alhalwaki & Hamdan, 2019;Hans De Wit & Leask, 2017;Sanna-Mari Renfors, 2021). However, there are a few primary reasons that could prevent academics from participating in IoC (Dewey & Duff, 2009;Niehaus & Williams, 2016). ...
The internationalization of the curriculum (IoC) has been a significant trend in higher education across the globe. However, there is a dearth of literature on this area of research in the Arab countries, including the Omani higher education context. As the key definition and conceptual frameworks of IoC have not been adopted in Omani higher education institutions (HEI), this qualitative study examined lecturers’ understanding of IoC in the Omani higher education context. This was carried out through the employment of the typology of IoC which was proposed by Edwards et al. (2003). To collect data, eight lecturers in an Omani university were interviewed and the thematic analysis of the data revealed that academic staff perceived IoC as important to the institution. Further, the study reported that there are fragmented IoC practices that are primarily based on the ad hoc practices of academic staff. Initiatives should be taken to develop a shared understanding of IoC at the institutional level and in all degree programs in the Omani higher education context. Some suggestions are brought forward for stakeholders to support IoC and help to ensure the quality of degree programs offered.
... By joining the program, the attendance can exchange the idea of a further collaboration program for the international student exchange (summer program, tailored program, and internships). Alhalwaki [12] implied that the international partnership could make the international student mobility program more prosperous and enjoyable when students can discuss diverse thematic topics. It can be achieved when many different global citizens join the activities. ...
The three stages for building a solid partnership between international partner universities are collaboration management, development program, and strengthening. Collaboration management is needed to tie the partnership between universities. Since the partner universities may have different time zones and cultures, good collaboration is needed. The partnership can be secured by developing programs for its effective implementation. The program can be academic such as student exchange, joint degree, faculty exchange, joint research and publication, international conference, and visiting scholars programs. To have a solid partnership, each university must run the program together. Programs with three or more partners can form a consortium. The consortium in turn can help each university strengthen its collaboration, increase the university ranking, and develop more benefit programs. Keywords: collaboration management, development program, solid partnerships
... Indeed, the last two decades has witnessed the global financial crisis, a credit crunch, a European debt crisis, and several high-profile corporate failures, such as Enron, WorldCom, Northern Rock and RBS (Adhikariparajul et al., 2019;Alnabsha et al., 2018;Alshbili et al., 2019;Elamer et al., 2017Elamer et al., , 2019Elmagrhi et al., 2019). There are many change calls made by several researchers for accounting and/or business education to include a wide range of vocational skills to react to a rapidly changing business environment (Alhalwaki and Hamdan, 2019;Alkhyeli and Ewijk, 2018;Alo et al., 2018;Mkumbo, 2017;Prado and García, 2017;Saqipi, 2019). For example, Mathews (1990) indicates that a more comprehensive range of skills during students' degrees at universities should be developed so that they can successfully respond to the workplace needs. ...
This paper aims to investigate the relative importance of a set of vocational skills and the extent to which accounting educators in the UK incorporate these skills into their accounting education curricula so that students can run a successful accounting career upon their graduation. Using a questionnaire method, the data was collected from two major stakeholders; namely accounting educators and final-year accounting students. The findings indicate that there is a degree of overall agreement between the two groups opinions’ that vocational skills required by accounting employers encompass not only technical and cognitive skills but also transferable skills such as communication, self-reflection, teamwork and organisational skills. The results of this paper should be of interest to accounting educators, curriculum designers and faculty who are responsible for reviewing and updating accounting curricula.
... Indeed, the last two decades has witnessed the global financial crisis, a credit crunch, a European debt crisis, and several high-profile corporate failures, such as Enron, WorldCom, Northern Rock and RBS (Adhikariparajul et al., 2019;Alnabsha et al., 2018;Alshbili et al., 2019;Elamer et al., 2017Elamer et al., , 2019Elmagrhi et al., 2019). There are many change calls made by several researchers for accounting and/or business education to include a wide range of vocational skills to react to a rapidly changing business environment (Alhalwaki and Hamdan, 2019;Alkhyeli and Ewijk, 2018;Alo et al., 2018;Mkumbo, 2017;Prado and García, 2017;Saqipi, 2019). For example, Mathews (1990) indicates that a more comprehensive range of skills during students' degrees at universities should be developed so that they can successfully respond to the workplace needs. ...
This paper aims to investigate the relative importance of a set of vocational skills and the extent to which accounting educators in the UK incorporate these skills into their accounting education curricula so that students can run a successful accounting career upon their graduation. Using a questionnaire method, the data was collected from two major stakeholders; namely accounting educators and final-year accounting students. The findings indicate that there is a degree of overall agreement between the two groups opinions' that vocational skills required by accounting employers encompass not only technical and cognitive skills but also transferable skills such as communication, self-reflection, teamwork and organisational skills. The results of this paper should be of interest to accounting educators, curriculum designers and faculty who are responsible for reviewing and updating accounting curricula.
We are very happy to publish this issue of the International Journal of Learning, Teaching and
Educational Research. The International Journal of Learning, Teaching and Educational Research is a
peer-reviewed open-access journal committed to publishing high-quality articles in the field of
education. Submissions may include full-length articles, case studies and innovative solutions to
problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for
accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is
composed of renowned people from across the world. Each paper is reviewed by at least two blind
reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
English as a medium of instruction (EMI) is currently a trend for non-English courses. It is also implemented in various universities in Indonesia. However, Indonesian as the first language (L1) still exists in EMI implementation. It is used to make students understand. On one hand, teachers are ready to use EMI, but, on the other, students ask for the use of L1 because they have limited English competency, which impacts their understanding the English instruction. This research aims to investigate students' and teachers' perceptions and the implementation of EMI in the Biology study programme at a private university in Bali, Indonesia. EMI is used in delivering course content by the content teachers. A case study design was utilised for the current research. Forty students experienced EMI in the plant physiology course and two content teachers were considered as the subjects of the study. Data were collected by document study, observation, employing questionnaires, and interviews. The result showed that teachers and students agreed on the importance of using EMI with the use of L1 even though it impacts feelings of difficulty and anxiety. As such, Biology students have to be provided with intensive English courses, English for Biology terms, and Biology materials are written in English to enhance their English language skills both in written and oral communication.
Background: The idea of brands is currently swiftly transferring from the market for goods to the market for services, giving rise to the service brand. Globalisation, the accelerated and increased development of service activities, and more rivalry in the provider’s market have all contributed to this.
Objectives: The primary goal of this study is to empirically test the conceptual model in higher education to create a comparative study based on different contextual dimensions and better understand brand equity in higher education.
Methods/Approach: A quantitative research method was applied. Using a questionnaire, which was sent to students by e-mail, the data were collected. The sample chosen targeted 250 actual (university students) in Slovenia.
Results: Consumer traits and concepts related to the brand equity’s awareness dimension have no discernible influence on consumers’ perceptions of brand equity. Promotional actions intended to increase brand equity by increasing awareness were ineffective and had a favourable effect on the brand equity of the symbolic qualities. All service characteristics were discovered to be important. Price, excellent quality, and benefits all had a large and positive impact on brand equity. In conclusion, all financial factors had a substantial and favourable effect on brand equity.
Conclusions: The research’s findings showed that the customer-based brand equity model might be used to create a competitive advantage in the higher education sector and to direct marketing efforts.
Purpose
Academic achievement is not a determinant of college graduates' work readiness, but it requires adequate knowledge and skills to be accepted to work in companies. The purpose of this study is to describe the phenomenon of recruitment in Islamic banking, the obstacles faced by applicants and recommendations for Islamic economics universities to adjust their curriculum to the needs of the labor market so that the absorption of alumni from Islamic economic universities can be maximized.
Design/methodology/approach
The informants of this research were the study program management, lecturers of Islamic economic, students, student organizations, graduates, Islamic banking management and Islamic bank customers with purposive and snowball sampling techniques through FGDs and deep interviews. The research data were analyzed by data reduction, content analysis and drawing conclusions. In addition, researchers also used triangulation methods and in-depth observations to find the validity of the data by being directly involved in the FGD discussion.
Findings
The results of this study answered the problem regarding the low absorption of alumni from Islamic economic institutions which consisted of individual internal factors, university environmental factors and university external environmental factors.
Originality/value
Researchers succeeded in providing information on strategies for increasing competency of Sharia economics graduates by optimizing the role of academic advisors, increasing hard skills and soft skills and synchronizing programs and curricula implemented by Islamic economics colleges and Islamic banks.
