Do educational outcomes in Lebanese universities differ based on the academic model?

Abstract

PurposeThe purpose of this paper is to examine differences in students' perceptions of quality and satisfaction with their educational experience among four types of higher educational models, American, French, Egyptian and Lebanese, in Lebanon.Design/methodology/approachA sample of over 200 students from each of the seven universities included in the research study were surveyed. Their perceptions were sought on a range of demonstrable performance outcomes. These outcomes include the observance of democratic practices, the effectiveness of the teaching/learning experiences, the quality of academic and non‐academic services, and relationships and destination upon graduation.FindingsThe findings indicate that universities adopting the American and French academic model, including the Lebanese university, tend to more readily involve students in institutional decision making at both the academic and non‐academic levels in comparison to the university following the Egyptian academic model encouraging democratic practice among youth. Despite the considerable differences among the various institutional types in the philosophy of education, the perceptions of the purposes of higher education and the pedagogical approaches they adopt, students generally expressed satisfaction in the quality of their university education.Research limitations/implicationsWith the continuous establishment of universities in Lebanon and the region following different academic models, the research findings may serve to inform policy makers and academic leaders of students' perceptions of quality and satisfaction.Originality/valueNo such comparative study has been conducted to determine the satisfaction of students with their overall higher education experience in Lebanon and the region.

Quality higher education drives employability in the Middle East

“…Second, the soft skills that the employers of University X graduates seem to find so valuable are less emphasised in non-American-style higher education to a significant degree (Nauffal, 2009). Education of the whole person seems to take place much more in American-style institutions in Lebanon but also in Egyptian-style institutions (Nauffal, 2009).…”

“…Second, the soft skills that the employers of University X graduates seem to find so valuable are less emphasised in non-American-style higher education to a significant degree (Nauffal, 2009). Education of the whole person seems to take place much more in American-style institutions in Lebanon but also in Egyptian-style institutions (Nauffal, 2009). For the most part, the French-style institutions (which primarily complete the main styles of higher education offered in Lebanon) focus on academic rigour over supporting student activities and non-academic growth outside of the formal curriculum (Nauffal, 2009).…”

Effectiveness of academic institutional models in Europe: university instructor perception case research from Bosnia and Herzegovina and France

“…There are several publications considering the effectiveness of academic models (Aypay, 2006;B€ uschgens et al, 2013;Cameron, 1985;Cameron and Freeman, 1991;Issa Nauffal, 2009). Interestingly, B€ uschgens et al (2013) found that collegial and innovative model types embracing symbolic features (e.g.…”

Service Quality and Students’ Satisfaction in Private Lebanese Higher Education Institutions: The Case of X University

“…According to de Oliveira Santini et al (2017), much research has been carried out on students' satisfaction in HE sector in the recent decades for many purposes. Nauffal (2009) examined the satisfaction of 1,470 students at seven public and private Lebanese universities with their overall experience at their universities. She found that students were generally satisfied with the quality of education provided by their universities for them.…”