A literature on the flipped learning model has been reviewed. Therefore, the new form of education is worthy enough to be further studied. It is believed that flipped learning has gained great attention of many researchers as a result of what educators are implementing at their classrooms. The main objective of the paper is proposing an educational analytical critical framework for flipped learning that has powerful effects for who are concerned with educational development. The broad groundwork of literature on the flipped learning, described as the inverted learning, provided a foundation for the present study. This groundwork of literature used the term flipped learning and examined its effects on the pedagogy in education. The educational analytical critical framework of flipped learning developed in this paper includes components that reveals different views of flipped learning from just a “fashion” of adding more mechanism to the classroom to it is as a tool for shifting present pedagogy customized according to the individual needs of the learners instead of the whole group. The components of the framework are: instructional foundations, learning theories, Bloom’s taxonomy, and conceptual framework of the flipped education that is discussed in the light of its connection to the educational foundations of flipped learning. Research method used was descriptive method and method of philosophical analysis.

There is a growing interest in employing telepresence robots in different educational contexts due to their great potentials to enhance and improve educational experiences for remote learners. However, there is little use of telepresence robots in virtual transnational education contexts in developing countries. There is a lack of knowledge about university academics’ perceptions regarding the future use of telepresence robots to enhance virtual transnational education contexts. This exploratory research aims to fill this gap by seeking to have evidence-based information on whether telepresence robots as a new emerging technology is perceived among university academics as a useful tool for enhancing virtual transnational education or not. This study also seeks to better understand university academics’ perceptions of obstacles that may hinder them from using telepresence robots and the support that they will need. A sample of 46 Egyptian university academics participated in this study. The results of the study revealed that the academics perceived telepresence robots to have a great potential to enhance virtual transnational education. The academics also perceived telepresence robotics to have positive effects on educational activities. Furthermore, the participants indicated a number of barriers regarding integrating telepresence robotics into the teaching and learning activities and identified the types of support they will need. The uptake of telepresence robots to enhance virtual transnational education could lead to a larger international learner population, better virtual transnational education, and more university revenue. Recommendations for future research are also presented.

Hoshin Kanri is a methodology that was developed in Japan in the late 1960s. Now, it has become an essential component in numerous institutions that are implementing new management systems and concepts such as Balanced Scorecard (BSC), TQM, and Lean Management or Six Sigma. Hoshin Kanri is a management method used for reinforcing strategic work. In spite of a number of Hoshin Kanri success stories in many sectors and a variety of institutions, little research attention has been given to the implementation of Hoshin Kanri methodology in educational institutions. This research supports an increased focus on Hoshin Kanri methodology in Strategic Planning for educational institutions. The main aim of this paper is to propose a systematic framework for applying Hoshin Kanri strategic planning methodology in educational institutions. In achieving this aim, the meaning and origins of Hoshin Kanri were defined, the foundations of Hoshin Kanri planning methodology were analyzed, the factors influencing the implementation of Hoshin Kanri planning in educational institutions were discussed, and a structured process for implementing Hoshin Kanri planning in educational institutions was developed.Keywords: Hoshin Kanri, Policy deployment, PDCA cycle, Catch ball, Total Quality Management IntroductionYoji Akao (1991) stated that Hoshin kanri is a planning, implementation, and review framework for systematic planned change. The planning perspective focuses on strategy preparation; implementation includes activities which give precedence to, integrate, and that coordinate institutional actions; and the review framework focuses on activities which manages and controls actions through a combination of daily process control and repeated review. However, the application of total quality management

Although several studies have focused on applying Importance-Performance Analysis (IPA) as a cutting-edge quantitative methodology in many different research fields to achieve various purposes, very little research has addressed how to use IPA as a cutting-edge quantitative methodology to develop actual strategic plans in universities based on the students' satisfaction. To fill this research void, the main purpose of this study is to give a detailed description of how to use IPA as a cutting-edge quantitative methodology for developing universities' strategic plans based on students' satisfaction about the services that universities provided and how IPA enables universities to determine priority areas for improvement of quality through developing combined measures of importance and performance of these services. Multiple linear regression (MLR) has been chosen as a tool for measuring importance.

In the past decade, the term “world-class university (WCU)” - also called “globally competitive universities”, “world-class”, “elite”, or “flagship” universities- has become a catch phrase. This is simply not only for improving the quality of learning and research in higher education, but is also more significant for developing the competency to compete in the global higher education marketplace through the acquisition and formation of advanced knowledge. The main objective of this paper is to propose strategic alternatives for transforming public Egyptian universities to world-class universities. In achieving this objective, the paper starts by attempting to construct an operational definition of a world-class university. Then, it outlines the features of world-class university, the requirements for transformation into world-class universities, the challenges involved in achieving world-class universities, and the key problems and challenges of the Egyptian higher education system. Finally, the selected statistical population of the research include higher education experts [N=57]. Thus, a mix method of using a questionnaire and conducting interviews were used. The research questions are: 1- What does it mean for a university to be a world-class university? 2-What are the essential features and characteristics of a world-class university? 3-How does the ecosystem influence the performance of universities? 4-What are the present performance, problems, and challenges of the Egyptian higher education system? 5-What are the higher education reform initiatives in Egypt? 6-What are the requirements that could upgrade public Egyptian universities to world-class universities? 7- What are the existing challenges of developing world-class universities? 8-What strategic alternatives have been developed for transforming public Egyptian universities to world-class universities? Therefore, one-Sample Kolmogorov-Smirnov Test was used to analyze the data. In addition, the result obtained in the study shows the use of collaborative strategic alternative rather than to upgrade the present Public universities, or create or merge them together.