The purpose of this study is to explore the implications of the Covid-19 pandemic to higher education by identifying matters arising and the challenges of sustaining academic programs with specific attention to developing universities in African context. In carrying out this study, secondary data analysis was conducted wherein systematic literature, policy documents, as well as related models between Covid-19 and Higher Education were reviewed. The findings from study indicated that the Covid-19 pandemic has pushed universities in different nations beyond their limits toward developing appropriate and creative alternatives such as transitioning to remote learning, training of academic staff in the use of online instruction materials and tools and encouraging students to complete their education requirements through online learning in response to the Covid-19 pandemic. The present study explored higher education in the current and post Covid-19 pandemic in the global perspective thus fostering broad scope thereby affecting interpretations and generalizations. Findings from this study can be useful for researchers, policymakers, and university leadership in terms of developing policies and program as well as education contingency measures that can address future pandemic and support sustainable learning. As Covid-19 pandemic is a fairly new research area, this study makes an original contribution to the research base of higher education institutions (HEIs) and beyond the Covid-19 pandemic.

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PurposeThe advancement of technology in the last decades transformed the education from mortar and brick into online teaching and learning. It also changed the assessments from paper-based to technology-supported assessments. This study aims to examine how technology support student's online assessments in higher education institutions from diverse background.Design/methodology/approachData were collected from 411 undergraduates in both public and private universities in Malaysia and analysed using partial least square-structural equation modelling.FindingsThe findings implied that performance expectancy and resources-facilitating conditions have a positive significant relationship with behavioural intention. IT experience moderates the relationship between effort expectancy, social influence and behaviour intention to use online assessment.Originality/valueThis study offered new insights into the intention to use online assessment among diverse student's background.

The concept of inclusive leadership tends to be understood from different perspectives and contexts. However, there is a consensus that inclusive leadership has proven to be one of the effective leadership styles for ensuring sustainable development. Clearly, this is embedded in the leaders’ ability to recognise bias, demonstrate an open mindset, and most importantly have the ability to acknowledge and empower others, especially those at sub-managerial level who are mostly in touch with the realities of policy implementation within an institution. While studies have proven the impactful role of middle-level management towards organisational performance, it was clear that the middle-level management at the universities are those set of leaders that are usually in full engagement with the university community including lecturers and students, thereby making them wholly responsible for the implementation of university policies at micro level. However, this class of leaders seems to be excluded or not fully recognised in deliberating and taking managerial decisions in the university leadership. Consequently, the intention of this paper is to critically conceptualised the six empirically acknowledged concepts of inclusive leaders and leadership framework by Bourke and Dillon which are courage, commitment, cognisance of bias, curiosity, cultural intelligence as well as collaboration and fully contextualised them in higher educational institutions with respect to straightening the relevance of middle-level management in leading universities.

Purpose: This paper identify major objectives as yardsticks to juxtapose our arguments throughout the study, examining the implications of IR 4.0 for higher education and entrepreneurship education by reviewing Nigeria’s and Malaysia’s national development plans to determine their relevance to IR 4.0. Design/methodology/approach: In view of the complexities generated by the Fourth Industrial Revolution (IR 4.0), which affects every sector including entrepreneurship and education, this study undertakes a systematic literature review to ascertain the facts and discuss concepts related to higher education and entrepreneurship, particularly the role of IR 4.0 in changing and modifying the direction of entrepreneurship. Findings: The study also highlights the approaches adopted and challenges encountered by universities in their implementation of entrepreneurship education, considering the job market disparities mentioned earlier. The paper conclude that it is imperative for both countries to instill the virtues of entrepreneurship education in their students, in order to prepare them for the challenges and needs of IR 4.0. Research limitations/implications: This problem is largely associated with the weak approach adopted by universities in equipping students with the necessary entrepreneurial skills for today’s highly competitive industrialized era, and not in any way related to the students themselves. Practical implications: Thousands of students graduate every year from Malaysia and Nigerian universities and other higher institutions across the globe. However, the availability of job vacancies in government and other sectors is insufficient to match the number of graduates produced annually.   Originality/value: This paper is original Paper type: Research paper