The higher education plays as leadership role in the system of education. Quality education can ensure security, welfare and prosperity of a nation. The key factors influencing the quality of higher education is the quality of faculty, curriculum standards, technological infrastructure available, research environment, accreditation regime, administrative policies, financing, evaluation and good governance. The main objectives of the study were (1) To evaluate the indicators of good teaching. (2) To examine the institutional policies for valuing the teaching. (3) To examine the contribution of teaching towards professional development of teachers. (4) To find out institutional efforts for enhancing the professional development of teachers. For study purposes five federal universities of Islamabad were taken and their faculties were included in the population. Twenty teachers of each university were taken as the sample of the study. This sample was selected with the help of the students from each department. As students are considered tougher evaluators of the teachers so the selection of the good teachers was completed on the basis of the five common competencies such as competencies related to subject and subject area teaching, competencies related to teaching and learning, competencies in research work and competencies related to professional behaviour .This survey type study was conducted through a questionnaire. The study concluded that good teaching does not pay any benefit to teachers except self-satisfaction and also finding that the requirements for quality teaching are not available in universities. The present study recommends the higher quality of teaching may be ranked and recognized at local, national and international level.

The present study was designed to predict the role of study habits in academic achievement and to identify the study patterns and environment for studying of high, average and low achievers at University level. This was a survey study based on data from 1334 student from government universities of Punjab include same departments. Students were chosen proportionately, according to the existed total number of the students in the department. Data was collected through a self-developed questionnaire. Semester GPAs were taken to divide students’ in. high, average and low achievers. Reliability coefficient of study habits questionnaire was .866. The findings revealed that all university students like to study silently but percentage of high achievers is comparative elevated in this pattern. As far as environment for studying is concerned it was found that preferred environment of low and high students was studying in bedroom and study in T.V lounge is commonly used by low and average students. Result showed that the study habits play positive role in the improvement of academic results in university scholars in Punjab.

PurposeThe purpose of the study was to explore the attitude of faculty members and students of two open universities – Bangladesh Open University (BOU) and Universitas Terbuka (UT) (Open University of Indonesia) towards entrepreneurship development courses of massive open online courses (MOOCs).Design/methodology/approachThe mixed-method research design was employed for this study. A self-structured survey questionnaire and focus group discussions (FGDs) were used to collect quantitative and qualitative data. A total of 66 faculty members and 149 tertiary level students of BOU and UT were selected as respondents. These respondents were selected using purposive sampling techniques. Data were analysed using quantitative and qualitative data analysis techniques.FindingsThe findings revealed that both universities' faculty members and students possessed a positive attitude towards entrepreneurship development courses of MOOCs (EDCM). However, this positive attitude of both groups was significantly different.Originality/valueThe policy recommendations could provide a strategic approach to developing various types of courses within the MOOC, which are attractive as a means of developing entrepreneurship in Bangladesh and Indonesia. It also aggressively promotes EDCM for the academic community in particular and society, in general, to elaborate on their entrepreneurial spirit. Nevertheless, before introducing MOOCs, an empirical study regarding MOOCs readiness is essential for both universities.

Open education has come forward as a contemporary vogue across all areas of education including teacher training over the globe. Massive Open Online Courses (MOOCs) are trending concept that aim to fulfill the prospects of digital openness for providing e-Training to university teachers by utilizing novel open learning environments. MOOCs make it possible for large number of teachers to get involved in worldwide collaborative learning experiences through open e-Training courses. As technology adaptation in education is relatively slower in Pakistan, MOOCs are still uncommon in teacher training practices. This paper contemplates the significance of MOOCs in teachers' e-Training. This study also explores the awareness and utilization level of university teachers for MOOCs, and compares the perceptions of teachers of public and private universities about benefits and obstacles for utilizing MOOCs in e-Trainings and their willingness to participate in e-Training through MOOCs. 50 Teachers from five public universities and five private universities were taken as a sample on the basis of familiarity and participation in online training programs. Existing literature and research studies were reviewed to find out the significance of MOOCs in teacher training programs. A survey questionnaire was administered to explore the awareness and utilization level of university teachers for MOOCs. Findings revealed that MOOCs have gained substantial importance in university teacher trainings of most of the countries of the world, whereas university teachers of Pakistan are not well aware of potential and use of MOOCs in education. Also, teachers of private universities tend to show more interest and inclination towards using MOOCs for their professional e-Training courses. It was recommended to use MOOCs in professional e-Training of university teachers of Pakistan to align them with the global trends of open education and also provide them opportunities to learn in collaborative environments for professional elevation in a global age.

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