Purpose Both higher education institutions (HEIs) and quality of life (QoL) are becoming essential elements in setting and implementing national development policies focused on sustainable development. Design/methodology/approach Insights from a descriptive research design and an integrative literature review were used to explore and strategize what might be involved in HEIs entrenching a QoL culture on campus. Findings Suggestions for future research are tendered including longitudinal studies of the challenges and merits of entrenching a QoL culture on Saudi higher education institutions' campuses both as an action benefitting faculty members and students and as support for achieving Vision 2030 and the sustainability imperative. Research limitations/implications The result was a 5P action plan designed with Saudi Arabia in mind but with potential in other nations similarly concerned with HEIs' role in national development, especially since the latter is affected by the nation's QoL, which is primed at universities that prepare and graduate future national builders. Practical implications Universities that care about the QoL enveloping their faculty members and students while they are on campus can better contribute to successful national development initiatives and the QoL of the entire nation. Originality/value Both HEIs and QoL are becoming essential elements in setting and implementing national development policies that focus on sustainable development. Insights from a descriptive research design and an integrative literature review were used to explore and strategize what might be involved in HEIs entrenching a QoL culture on campus.
Purpose Ensuring student retention is crucial for higher education institutions' (HEIs) survival and success. Central to this is the level of service quality that students receive during their educational journey at HEIs. However, the literature provides limited guidance on the service quality criteria that affect student retention in HEIs in the United Arab Emirates (UAE). Therefore, this study aims to examine the impact of service quality dimensions on student retention and the mediating role of student satisfaction using a modified SERVQUAL model. Design/methodology/approach The study employed an online survey to collect responses from students at different study levels in public and private universities in the UAE. In total, 196 responses were received and analysed using structural equation modelling. Findings The analysis reveals that none of the five service quality dimensions had a direct impact on student retention. However, tangibility, empathy and responsiveness of HEI services positively influence student satisfaction, whereas reliability and assurance of HEI services do not. Moreover, student satisfaction fully mediates the relationships between tangibility and student retention, and between responsiveness and student retention. Research limitations/implications This study was limited to the perspectives of service recipients (students), five dimensions of service quality and the country of the UAE. Therefore, future research can extend this study by considering the perspective of other stakeholders (e.g. staff), other service quality dimensions (e.g. accessibility) and other countries. Originality/value This study emphasises the critical role of service quality in higher education and offers guidelines for improving student satisfaction and retention in the developing world context.
Purpose This study examines management students' perceptions of the key success factors associated with smart campus environments in the Gulf region and contributes to the emerging literature on technology-enabled higher education. Design/methodology/approach An exploratory sequential mixed-methods design was used in this study. In the qualitative research phase, relevant items were extracted in line with a proposed smart campus framework using inductive and deductive analyses. This was followed by a quantitative research phase to collect data from 215 students in the Gulf countries. Findings The results from an empirical exercise indicate that smart governance, smart interaction, smart environment and smart technology positively affect students' perceptions of success in higher education. However, students based in the Gulf countries did not perceive that smart infrastructure had a positive impact on students' perceptions of higher education success. Research limitations/implications The findings of this study provide insights for policymakers and educational administrators to design effective strategies for smart campuses aligned with evolving market needs. The study also shows the growing importance of digital learning ecosystems in the post-pandemic era. Originality/value This study is among the first to empirically investigate management students' perceptions of smart campus success factors across multiple Gulf countries, offering a region-specific perspective on smart education.
Purpose Mental health heterogeneity among university students significantly influences academic performance. Depression and social anxiety may produce similar academic results through distinct mechanisms, requiring different responses. Recognising mental health as a core determinant of learning enables educators to implement differentiated, inclusive support strategies that address diverse psychological needs. Therefore, exploring whether this is also the case in other countries with different cultures is important. This study aims to address the identified gaps by using cluster analysis to examine the sociodemographic and clinical heterogeneity among students seeking mental health services in Oman, offering culturally specific insights. Design/methodology/approach A retrospective chart review study was conducted to collect clinical and sociodemographic data from university students (n = 229) who attended the student mental health clinic at one public university in Oman from 2019 to 2023. A two-step cluster analysis was used to detect naturally occurring groupings in this study. Findings Two groups emerged: Cluster 1 (n = 105) included mostly off-campus male students (80%) in Natural/Applied Sciences (42.7%), with cognitive-behavioral (14.3%) and physiological/developmental disorders (11.4%), and with fewer diagnosis changes (39.0%). Cluster 2 (n = 124) comprised on-campus (87.9%, p < 0.001) female students (100%, p < 0.001) in Health/Life Sciences (35.7%) or Social/Humanities (38.4%, p = 0.017), primarily with emotional dysregulation disorders (87.9%, p = 0.029), showing significant improvement post-intervention (82.3%, p = 0.007) than students in Cluster 1. Originality/value This study highlights diverse needs, underscoring the need for tailored interventions. For off-campus males, improve accessibility and address academic stressors. For on-campus females, focus on resilience-building. Universities should adopt holistic, cluster-specific approaches, like integrated academic-mental health services, to ensure equitable, personalized care for diverse student needs. Although two clusters were identified in this study, the proposed interventions are preliminary implications requiring further validation. Efforts should be made to improve the identification of students with mental health needs before they reach a crisis point. This could involve educational campaigns, stigma reduction, and targeted outreach to at-risk populations.
Purpose This study aims to examine the impact of the flipped classroom and jigsaw techniques on students' performance in an English as a Second Language (ESL) environment. Design/methodology/approach Data were collected among three groups of 380 students. These groups comprised the flipped class (n = 101), the jigsaw class (n = 93) and the traditional class (n = 186). One-way ANOVA was used in the study. Findings A significant difference was found between teaching methods (F = 17.679, p = 0.000 < 0.05). The mean score for flipped is significantly higher, M = 8.92, in comparison with traditional, M = 7.48, p = 0.000 < 0.05 and jigsaw, M = 7.96, p = 0.002 < 0.05, teaching methods. No significance was found between jigsaw and traditional. The eta squared = 0.086, which represented a medium effect of the teaching variable on the outcome. Research limitations/implications Considering the short duration of the jigsaw method, longitudinal designs and hybrid approaches are worthy of further research. The use of an artificial intelligence-based learning tool maximizes student learning in the ESL classroom setting. Practical implications The results of this study imply that flipped teaching reduces cognitive thinking and increases students' motivation, making it a valuable approach for ESL students. Originality/value This empirical study compares flipped, jigsaw and traditional class environments for ESL students in the higher education system in Saudi Arabia, filling a literature gap in the context. It informs instructors about ESL students' learning outcomes through active learning in a less contextual setting.
