Some countries have strong culturally rooted practices and policies to incentivize their PhD candidates to develop their doctoral studies abroad. Their programs provide cultural and methodological diversity opportunities and globally oriented career prospects. In the last years, many of those countries are increasingly developing their own domestic doctoral programs, which may offer career benefits due to their strong connections to the local research and academic environment. The career paths of 126 PhD holders working in Paraguay, a country in which doctoral studies abroad intersect with national-based doctoral programs, were examined using the ECRID survey. The perceptions of those who completed their doctoral studies domestically and those who studied abroad were compared in terms of the usefulness of the skills provided by their respective PhD programs. The results showed that most PhD holders in Paraguay work full-time in the academic sector. The percentage of PhD holders employed in non-academic roles reflects the diversity of career options available to PhDs holders in the Paraguayan labour market. Furthermore, results indicated how the participants re-signified the skills acquired during the doctoral program to adapt them to various professional settings. This process underscores the emerging demands of the current labour market and the necessity for universities to adjust doctoral training models to better equip graduates for diverse professional paths. This adjustment includes institutional support to reduce cultural shock and subsequent burnout levels. Pioneering results from the Paraguayan context provide empirical evidence to enrich the reflection on the resources and opportunities for PhD holders at both structural and organizational levels.
Climate change is one of the socio-environmental problems with the greatest complexity and media impact in the world. However, difficulties have been observed in its understanding. In this study, we worked on this social problem in the classroom through argumentation, from the evaluation of different statements made about the causes and consequences of climate change, considering the evidence provided. The study was carried out with a group of 18 future physics and chemistry teachers to encourage argumentation. They had to write an essay expressing their opinion about a statement extracted from a news item, considering whether the big corporations that manage hydrocarbon reserves are really responsible for denialism, containing arguments that supported and refuted the theory. The data collected and analysed were their essays and their answers to the question: How do you think gases can affect the increase in temperature? The analysis is framed in qualitative content analysis. The results show that justifications based on evidence from reliable sources were scarce, being mostly opinions. Future teachers have difficulty in both assessing the reliability of data and integrating evidence in their justifications. They positively valued the activity and expressed their intention to put it into practice in their professional future. We consider it essential that initial teacher training includes how to teach the same activities that it would be desirable for teachers to put into practice.
When the challenges faced in the transition period from arithmetic to algebra are considered, it is important to research the differences between secondary school mathematics teachers from Generations X and Y, and their awareness levels. This study aims to compare the algebraic operation skills of mathematics teachers from Generations X and Y and their awareness levels. The content was analyzed in the study that was designed as a case study. The study participants were 118 secondary school mathematics teachers, 53 teachers from Generation X, and 65 teachers from Generation Y. The findings were evaluated under algebraic skills and algebraic awareness topics. The study results revealed that secondary school mathematics teachers from Generation Y had higher mean scores than teachers from Generation X in terms of the difference between the variable and unknown, algebraic operations, quantification, algebra and patterns, quantification, and inequality subjects in the algebra learning field. Received: 16 January 2023Accepted: 24 October 2024
This article aims to identify the attitudes of different generations regarding certain aspects of the teaching approaches used during the education of economic disciplines. The analysis primarily draws on a scientific review of previous studies in both international and Bulgarian contexts, focusing on the attitudes of lecturers and the perceptions of students from the three generations involved in the educational process. A descriptive research strategy is employed to support the thesis. A survey was conducted using a questionnaire to implement the descriptive method. With a population size of 37,403 students, the respondents formed a sample size of 662 respondents, achieving a confidence level of 99.056% and a margin of error of 3.78%. The results are presented using two-dimensional distributions in the form of cross-tabulations. The ordinal relationships between the categories of a given variable are represented using ordinal (rank) scales, applying Kendall’s tau-b and Spearman’s rank correlation coefficients. The calculations were carried out using IBM SPSS software. The study found no significant correlation between the characteristics of different generations and their preferred teaching methods. At the same time, generational traits did not influence attitudes towards acquiring new knowledge and skills during the educational process. Received: 27 October 2023Accepted: 3 April 2025
The intellectual potential of a nation is a critical determinant of its human resource capabilities, with higher education serving as the foundation for cultivating such potential. Traditionally regarded as a public service, higher education has evolved in recent decades to incorporate diverse models that blend public and private sector roles. These models, including state-centered, research-oriented, and market-driven approaches, highlight the multifaceted nature of modern education systems. This study examines the University of Geological Sciences (UGS) in Uzbekistan, established in 2020, as a unique case within this framework. UGS was founded to address the country’s need for specialized expertise in geology and mining, sectors deemed pivotal for Uzbekistan’s economic growth and geopolitical positioning. By analyzing the university’s structure, objectives, and operational strategies, this paper evaluates how UGS aligns with global higher education trends while maintaining its state-centered foundations. The research explores the institution’s integration of theoretical and practical education, the role of research oriented initiatives, and its gradual engagement with market-driven imperatives. Furthermore, the study emphasizes UGS’s adaptability to global trends, including technological advancements, demographic changes, and international collaboration. These efforts position UGS as a potential global leader in earth sciences education. Ultimately, the paper underscores the importance of developing a hybrid educational model that balances state priorities with global competitiveness, ensuring that UGS fulfills its mission of advancing geological education and research in Uzbekistan and beyond. Received: 21 May 2024 Accepted: 28 February 2025
Like other countries, higher education in Chile still has important socio-economic gaps to be addressed. As part of the strategies to attend this challenge, peer tutoring programmes have developed considerably in recent years. Much of the research on peer tutoring in higher education has focused primarily on the impact on the students being tutored, and only a small part of that research has focused on the benefits or contributions to the student-tutors themselves. Based on a case study of peer tutoring programmes in a Chilean university, the experience of tutor participation and its relationship to comprehensive training competences is collected from interviews. The information was analysed based on the following categories: understanding of comprehensive training, perceptions of their role, motivation and learning from their experience. The main results aim to highlight the relationship between generic interpersonal, instrumental and systemic competences and their link to comprehensive training. It is concluded that interpersonal competences amount to the main benefit self-perceived by the tutors, where self motivation, learning orientation, planning strategies and strengthening their autonomy and identity emerged as the main competences developed. While both students and tutors benefit from peer tutoring, tutors are a key participant in the integral formation, strengthening their social commitment. Received: 28 February 2024 Accepted: 28 February 2025
Terminal efficiency is an indicator that evaluates the productivity of a higher education institution and reflects a crucial aspect of the quality of its offered programmes. This study aimed to determine the successful graduation of undergraduate students from a dental school at a Peruvian university over six years, using the terminal efficiency indicator. The database was created using information from the institutional repository of the Universidad Peruana Cayetano Heredia; graduates from 2017 to 2022 were selected, their data was downloaded, and statistical analyses were performed. Considering the graduates with documents to qualify for degrees and titles published in the institutional repository (n=291), 70.10% (n=204) of the graduates demonstrated a categorised terminal efficiency as “Up to 1 year”, with a mean terminal efficiency of 1.23 years (SD=0.78). The analysis revealed a statistically significant association between the categorised terminal efficiency and the graduation year (p<0.001). Furthermore, a statistically significant difference was observed when examining the mean terminal efficiency across different graduation years (p<0.001). This study reveals a positive trend in the successful graduation of undergraduate students from a Peruvian university dental school, with a notable improvement in recent years. Received: 21 May 2024 Accepted: 28 February 2025
Internationalisation is one of the contemporary issues in the higher education (HE) academic and policy discourses. Since the 1990s, scholarship on the internationalisation of HE has burgeoned. Nevertheless, the internationalisation of HE in Africa is relatively under-researched. Using the African Quality Rating Mechanism (AQRM), an education framework of the African Union, this article explores the approaches to the internationalisation of HE in Africa. A qualitative descriptive design underpinned the study and the data was analysed using content analysis. The findings show that the AQRM comprises five dominant Eurocentric HE internationalisation strategies: student and faculty mobility, academic mobility, international research collaboration, dissemination of research at international conferences, and curriculum internationalisation. However, despite the similarity in the form, the substance of the internationalisation shows that attempts have been made to decolonise the Anglo-Saxon models of internationalisation. It can therefore be concluded that: (a) mobility (of persons and programmes), the elitist version of internationalisation, is integral to most internationalisation practices in the AQRM; (b) the AQRM was designed within the framework of the decolonial lens which repudiates the dominant colonial conception that what qualifies to be “international” must be associated with Europe and North America; and (c) political and academic rationales dominate the internationalisation discourse at the continental level. Received: 30 November 2023Accepted: 11 February 2025
This Edition of the Journal comprises nine papers, of which six are concerned with strategic issues and /or the role and education of the academic teaching staff. The papers continue to reflect a varied range of participant countries both in terms of the authors, but perhaps more importantly the study sites (Europe, Czech Republic, Ghana, Kosovo, Malaysia, Mexico, Pakistan, Turkey, Ukraine, and Vietnam). Universities from both the state and private sector are represented, either through individual case studies or via large multi -site studies in subject areas, departments, or institutions. What we see in this edition is the extent to which transitions towards competence -based education, pace of technology adoption, staff preparedness, and student experience and perceptions impact upon students and teachers. This edition also provides some rich accounts of small-scale qualitative studies, included for their detailed outline of their respective methodologies. So, while the findings may not be generalisable with small samples, the methods used can be replicated to enable other institutions or similar contexts to engage in local based studies. We also need to recognise that not all degree programmes have large student populations, so finding strategies to evaluate and generate ideas for improvement is critical. Some papers have offered detailed reviews of the current evidence in the field related to the topic of interest. In contrast, larger studies demonstrate what can be achieved when transnational studies are examined for the underlying processes that can cross boundaries and provide exemplar models of good practice.
The integration of Ukrainian higher education into the European educational area is a key condition for its reform and development. It provides for the activation of cooperation between Ukraine and the European Union in the field of higher education, harmonization of higher education systems, deepening of cooperation between higher education institutions of different countries, increasing the quality and importance of higher education in social processes, expanding the autonomy of universities and participation in academic mobility programs. The model of the European integration of higher education in Ukraine was developed. It can be used by other countries, taking into account the national features of their educational systems. The completeness of the adopted decisions and implemented measures regarding the modernization of the structure of higher education and the National Framework of Qualifications, the introduction of modern standards and educational programs, the principles and mechanisms of their development and implementation, compliance with European norms of organisation of educational process were studied and evaluated. The process of development the National Agency for Higher Education Quality Assurance as the key element of the quality system was analyzed. It has been established that all measures are carried out according to European practices and are consistent with the goals set by the Strategy for the Development of Higher Education in Ukraine in 2022-2032. These are significant steps towards improving the quality of Ukrainian higher education. It was determined that certain components of European integration are still in the process of implementation. It was emphasized that significant efforts will be required to rebuild Ukraine as a whole, to restore and develop higher education, in particular, in the postwar period in connection with the losses incurred because of the aggression of the Russian Federation. Received: 14 February 2023 Accepted: 20 April 2024
The current study aimed to determine the predictive role of Psychological Capital (PsyCap) and Perceived Organizational Support (POS) on Innovative Work Behavior (IWB) among higher education teachers of Pakistan. A sample of 200 higher education teachers was recruited from various private and public sector institutes across Pakistan. The analysis revealed significant relationship between psychological capital and innovative work behavior (r= .700); and; perceived organizational support and innovative work behavior (r= .305). Also, psychological capital and perceived organizational support were found to be strong predictors of innovative work behavior (R= .700). In conclusion, when teachers possess psychological capital as their personal resource and perceived organizational support as social resource at workplace; they are more likely to demonstrate innovation into their work behavior. Received: 10 March 2023 Accepted: 28 November 2023
Adapting teacher education programs to societal changes is a current issue, especially when viewed through the European frameworks driving transformative reforms. The paper reports how European frameworks and other initiatives in higher education and teacher education aim to support the transformation of teacher education programmes. Multiple European-level interventions have engendered shifts in the conceptual understanding and orientation of initial teacher education programmes across numerous contexts within Europe. The purpose of this paper was to examine the shift of teacher education programmes into competence-based in Kosovo, the youngest country in Europe, in the context of European frameworks as an impetus for transition. This qualitative research is a part of a broader study that involves analysing study programmes, conducting interviews with teacher educators and management staff, and holding focus groups with student-teachers. The goal is to explore the path of contextualizing European-inspired programme reforms in more detail. The findings show that Kosovo is shifting to a competence-based approach to align with EU integration, incorporating European principles for programme improvement. However, the study reveals a notable focus on maintaining programmes’ tradition. This leads to tensions and contradictions regarding programme tradition, EU integration goals, and actual implementation. The results provide valuable insights into the significance of educational context and the tacit knowledge of teacher educators and other stakeholders during programme reforms within the context of European initiatives. Received: 29 April 2023 Accepted: 13 January 2024
It is critical to investigate the major factors that influence the perceived value and satisfaction of international students in Malaysia, as the country has seen a decrease in international students since 2017 and strives to become an international education hub. This research aims to: (1) ascertain the level of satisfaction experienced by international students attending private universities (PrUs) in the Klang Valley; (2) identify factors and present a model that measures their influence on the perceived value and satisfaction of international students; and (3) propose policy recommendations to key stakeholders. An empirical study was conducted using a quantitative research methodology via physical survey using structured questionnaires. A total of 502 surveys from international students were collected from twelve private universities in the Klang Valley. The partial least squares structural equation modelling technique was employed to assess the measurement and structural model in validating the study model. Based on the empirical findings, the external environment, image, academic and non-academic constructs positively influence perceived value, which affects satisfaction. Results also confirm that the post-behavioural intentions of satisfied international students are word-of-mouth recommendations and loyalty. The results provided new perspectives on attracting and retaining international students to study in Malaysia. Theoretical, policy and practical implications are discussed. Received: 31 October 2023 Accepted: 6 February 2024
Once again, the editors offer very sincere and genuine thanks to all who have helped produce this edition of the Journal.Thanks are due to Ladislas Bizimana our patient Managing Editor, who has supervised the overall production of the Journal, by supporting authors and editors in the process.His cheerful encouragement and attention to detail is unsurpassed
Entrepreneurship Education (EE) programming is being developed at tertiary-level academic institutions, to develop the next generation of entrepreneurs. We collected data from undergraduate students from the Western region of Tecnológico de Monterrey in Mexico (N=25). The aim was to measure entrepreneurial intention by exposing the sample to a new educational structure that engages students in entrepreneurial activities. The Entrepreneurship program is highly specialized with a maximum of 25 students. This allows for students to receive individualized Monterrey is number 4 in The Princeton Review’s Top Undergraduate Schools for Entrepreneurship Ranking 2023. The school uses process-based approaches to EE. Guided by the Theory of Planned Behavior (TPB), we assessed changes in the students’ attitudes toward entrepreneurship, perceived behavioral control, and intentions to become an entrepreneur. Using a seven-point Likert scale, the data was collected using anonymous online links at two points during the semester: the beginning of the semester (T1) and the end of the 1st Period (T2). The data was analyzed with SPSS software and the Friedman Calculator. Our research findings indicate a high score at T1. There was a slight change at T2, but the change was not statistically significant. Consequently, we introduce and review other approaches to Entrepreneurship Education that might be more effective. Noteworthy is that the sample is immersed in an entrepreneurial university context, both within and outside the academic setting, which fosters a strong motivation among students to contribute societal value through entrepreneurial endeavors. Received: 17 December 2022 Accepted: 8 April 2024
The aim of this paper is to measure and compare the quality of services provided by higher education institutions in the Czech Republic and Vietnam. It is not the sheer volume of services offered, but their quality, which matters as a strategic tool enhancing the competitiveness in the tertiary education market. Feedback from student-clients is valuable to school management in their efforts to improve the services supplied. Samples of hundreds of students from the Czech Republic and Vietnam were involved in the research applying the SERVQUAL method. The five-dimensional questionnaire was administered, and the obtained data were analysed using descriptive statistics and t-test. The results show that Czech respondents are less satisfied with the service quality than their Vietnamese counterparts. In both countries, the quality perception in all dimensions was lower than expectations, the largest gaps being found in the Assurance dimension. Czech students placed the greatest emphasis on the Empathy factor, while their Vietnamese colleagues preferred the Tangibles dimension. To improve the quality of services, higher education institutions in the Czech Republic are advised to facilitate fast and unambiguous information transfer, ensuring comfort, security, and a supportive learning environment for students, with helpful staff willing to address their concerns. Received: 3 January 2023 Accepted: 28 November 2023
Since the pandemic, the importance of faculty development has been taken much more attention and has gone from being an ‘expectation’ to a ‘requirement’. Therefore, universities have started to step toward faculty development, which is also necessary. A wide variety of professional learning activities has been used for faculty development purposes in universities, but the research examining its effectiveness is limited. Our goal is to investigate the experiences of faculty from diverse backgrounds regarding technology-based, high-quality professional development programs in terms of their effectiveness. The faculty working at a foundation university participated in high-quality professional development programmes implemented in this study. The data were collected through focus group interviews. Using a qualitative methodology, we have found that faculty improved their knowledge and skills in designing and teaching online courses, with some faculty even reporting active use of what they have learned in their class and finding it valuable and effective. Program features such as feedback, facilitation, and best examples are helpful for having faculty grow pedagogically. The faculty has demonstrated that they can participate in learning activities that are meaningful to them in their daily lives. For the professional development programmes designed for the faculty to be effective in future studies, it is recommended that the programmes should be designed in a meaningful way for the faculty. Received: 3 November 2022 Accepted: 5 February 2024
Drawing on the data collected via a European funded project with eleven higher education partners, the article proposes a five-stage working model which can be adopted in and adapted to different institutional contexts so as to shift perceptions, strengthen engagement and channel commitment with a view to developing the desired quality culture. The project explored ways in which quality in higher education was viewed and practised by three main stakeholder groups: students, academics and quality managers, referred to as three ‘quality circles’. It adopted a reflective approach to issues of quality based on grassroots discussion and cooperation between key, but in some cases disengaged, stakeholders in the quality process. The project designed, tried and tested a series of activities which demonstrated lasting impact. The analysis of the project data revealed a patterning, which, if organised sequentially, carries the potential to crystalise into an action model which may be replicated by individual higher education institutions in support of advancing towards the quality culture they might be striving for. This article highlights the building blocks of the model and explains practices which can underpin their successful implementation. Received: 3 August 2023 Accepted: 9 April 2024
