Universities of the Future: Universities in Transition Under the Influence of Stakeholders’ Changing Requirements

Geryk, Marcin

doi:10.1007/978-3-319-60372-8_12

Cited by 11 publications

(11 citation statements)

References 16 publications

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“…The results of most of the researches show that the students are the most important stakeholders and failure in fulfilling the students' needs and expectations may dramatically affect the operation of HEIs (Geryk, 2018;Mainardes et al, 2010;Shah and Nair, 2010). Students' assessment and satisfaction have the crucial role (Chapleo and Sims, 2017;Lapiņa et al, 2016;Marić, 2013;Thanassoulis et al, 2017).…”

Section: Elements In the Output / Resultsmentioning

confidence: 99%

Student as stakeholder: “voice of customer” in higher education quality development

Degtjarjova¹,

Lapiņa²,

Freidenfelds³

2018

MMI

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STUDENT AS STAKEHOLDER: "VOICE OF CUSTOMER" IN HIGHER EDUCATION QUALITY DEVELOPMENTAccording to the continuous improvement principles, all Higher Education Institutions (hereafter -HEIs) focus on the requirement to improve organizational processes and achieve quality, create added value and achieve stakeholders' satisfaction. The aim of the research is to analyse the concept "quality in higher education", define the stakeholders within the system of higher education and to analyse students' opinion about the importance and performance of the factors of quality of higher education. The research methods are a literature overview, analysis and synthesis, logical and comparative analysis, as well as Importance-Performance Analysis (IPA). The results of analysis showed that there are two global strategies for defining quality of higher education. The first strategy is process-oriented, the second used the specific indicators (administrative, student support, instructional; procedural quality; student performance, employability etc.). The research results show that the concept of quality is very complicated and depends on different factors, objectives of the organisation and personal experience. It is clear that students are the most important stakeholders; quality of the academic staff and study programmes are the most important elements in ensuring quality of higher education; organisation of the study process and delivery of study programmes are the most important activities. The factors that should be considered in the future are Clear achievement assessment and feedback, Teaching methods, Student-centred learning, State subsidized studies according to quality criteria and Funding of higher education. As a perspective for investigation, it would also be helpful to find out why students consider extracurricular activities (sports, arts, etc.) and HEI reputation as factors with a low impact on quality of education, but so much attention is paid to them.

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Section: Elements In the Output / Resultsmentioning

confidence: 99%

Student as stakeholder: “voice of customer” in higher education quality development

Degtjarjova¹,

Lapiņa²,

Freidenfelds³

2018

MMI

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“…The student feedback reported in this paper may provide a valuable input for accounting departments when restructuring WP programmes in times of crisis – students’ perceptions are considered to constitute a prominent stakeholder voice in programme restructuring ( Geryk, 2018 ; Mainardes et al, 2010 ; Okolie et al, 2021c ).…”

Section: Discussionmentioning

confidence: 99%

Adapted work placement delivery method under COVID-19 towards students’ job preparatory behaviours

Dewi

2022

Industry and Higher Education

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This study investigated students’ perceptions of an adapted work placement (WP) delivery method due to COVID-19, their intention of finding paid jobs or becoming self-employed and how the intention influenced their job preparatory behaviours (JPB). Ajzen’s Theory of Planned Behaviour (TPB) was utilised as a theoretical framework to model the research design. The TPB framework has three constructs – attitude towards behaviour, subjective norm and perceived behavioural control – that lead to students’ intentions with regard to future jobs and, ultimately, behaviours. The study analysed three sets of data from: (i) semi-structured interviews with accounting students, (ii) a semi-structured interview with the head of an accounting department, (iii) document analysis of a WP guidebook. All data were collected from a polytechnic in Indonesia. There were three key findings. In terms of students’ perceptions, the adapted WP programme created disappointment among the students. Beyond this disappointment, the adapted delivery method unexpectedly increased the students’ self-employment intentions. Nonetheless, the intentions did not entirely prompt the students to pursue JPB towards self-employment. This paper provides insights into how higher education institutions might restructure their WP programmes, especially in times of crisis, and provides suggestions for students’ job preparations.

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“…In addition, 21 fourth-year undergraduate students (8 females and 12 males) who had completed a compulsory 6-month WPL programme as part of their requirements for graduation willingly participated. The students were included because they are significant stakeholders in the HE system (Geryk, 2018), and failure to include them in would have constrained the researchers’ ability to draw up a full picture of the relationship between the methods of WPL delivery and the students’ learning experience. The students were drawn from agricultural, engineering, science and business disciplines.…”

Section: Methodsmentioning

confidence: 99%

How do work placement learning instructional methods enhance students’ learning experiences?

Ogba¹,

Okolie²,

Udu³

et al. 2022

Industry and Higher Education

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This study focuses on identifying the most effective instructional methods of work placement learning (WPL) delivery that industry-based instructors can adopt to enhance students’ learning experiences. Employing interview and focus group methods, the authors learned from 39 participants, including 21 higher education students who had undertaken WPL in various industries and 18 industry-based instructors who have been providing placement learning tasks (instructions) to students. Focusing on the four most effective methods identified from the thematic analysis – namely, exploration, elaboration, engagement and evaluation (operationalised as the 4E instructional methods) – the authors analyse how the 4E instructional methods contribute to facilitating students’ learning experience during work placements. Drawing on experiential learning theory and the findings of the study, recommendations are offered for the adoption of the 4E instructional methods for the effective delivery of WPL tasks to facilitate students’ work-related knowledge, skills and attitudes for their future career development and employability.

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Universities of the Future: Universities in Transition Under the Influence of Stakeholders’ Changing Requirements

Cited by 11 publications

References 16 publications

Student as stakeholder: “voice of customer” in higher education quality development

Student as stakeholder: “voice of customer” in higher education quality development

Adapted work placement delivery method under COVID-19 towards students’ job preparatory behaviours

How do work placement learning instructional methods enhance students’ learning experiences?

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