Private school culture dominates the public-school culture in Pakistan. With no central regulating organization, private schools in the country autonomously construct their educational philosophy that underpins curriculum choice, pedagogic approaches, and school operations. In this perspective, there is an increasing inquisitiveness in the understanding of what determines a private school as a “successful” school. The researchers intend to understand the determinants of a successful private school and aim to explore the leadership behaviors of head teachers of such schools in Pakistan. The Beaconhouse School System (BSS), the largest private school system in Pakistan, took part in this case study. A sample of a total of 128 participants, comprising of teachers (n = 120), School Group Heads (SGH) (n = 4) and school head teachers (n = 4) of four most successful primary schools of BSS, was drawn to participate in this case study employing a mixed-methods design. Two survey instruments, Determinants of School Success (DSS) and Leadership Practice Index (LPI) were developed on a five-point Likert Scale and applied to identify four most successful primary schools of BSS. It was found that head teachers had established a whole-school approach towards students high achievement, promoted a culture of trust, commitment, shared vision, practiced distributed leadership and involved all stakeholders in creating a shared sense of direction for the school. Recommendations have been generated for improving the performance of school leaders.
The present study focused on this particular situation in which doctoral candidates become anxious, impatient, and disappointed while experiencing a prolonged delay in processing their dissertation during and after the submission. The researchers tend to explore doctoral candidates’ storied experiences they had while confronting such procedural barriers and delays. We undertook a narrative mode of inquiry to explore the events and storied experiences through interviewing doctoral candidates from public universities in the province of Punjab, Pakistan. Nine doctoral candidates were selected through snowball sampling with the criterion of including those participants who were waiting for their external reviews at least for more than 1 year. From the narratives, the emergent themes include supervisors’ mutual relationships, the pressure of paper publication, lack of administrative support, external evaluation and follow-up and stress of delayed evaluation. The study has implications for relaxing procedural formalities during and after submission of a doctoral dissertation to facilitate students in the timely attainment of their doctoral degrees.
Doctoral students’ experiences of stay and study abroad determine how they experience and understand time in relation to other existential themes of body, space, and relation. The present study aimed to understand what meanings doctoral students’ assign to time while doing their doctoral studies in different public universities of Austria. Thirteen participants were recruited purposively to understand how did they experience time and how did their experience of time determine the way they live and study in a university and complete their doctoral studies. The questions were explored through conducting and recording the interviews in a semi-structured form and subsequently transcribing and analyzing the transcripts. The participants experienced that time continuously shaped their life experiences with respect to the space they lived in, relationality, and corporeal experiences. The students experienced time as an agent of pressure, perceived as being slow or fast in their studies, feeling connected or disconnected with their family, work and study and a tool to gauge their work performance and completion of their studies. The study has a phenomenological significance of understanding of time as experienced by a group of doctoral students that led to the way they lived, stayed and studied abroad.
Purpose This paper aims to report insights from the planning and execution phase of an interactive radio instruction (IRI) intervention envisioned as a medium-term response plan to address school closures amidst the global Coronavirus pandemic. The project has been envisioned by a local development agency in the province of Balochistan for adolescent out-of-school (OOS) girls. Design/methodology/approach This study reports respondents’ academic achievement through the one-group pretest-posttest design method across numeracy, literacy, civic education and indigenous crafts. Participating adolescent girl respondents were randomly selected from six districts of Balochistan and the results assert a positive impact of IRI intervention. Thus, showcasing IRI as a promising approach to address protracted challenges of educational accessibility in remote areas of Pakistan. Findings The mean score comparison of pre-test–post-test across four curriculum subjects indicates the greatest gains in numeracy and civic education. Results also highlight the significance of the pedagogical capacity of IRI developers and the quality of supplementary educational kits paired with IRI during this intervention. Research limitations/implications The findings of this study focus on design and implementation phases eliminating the analysis of learners’ behaviour, environmental factors and family support. Further research is suggested to identify gaps in related dimensions for the success of IRI in Pakistan. Originality/value This study contributes data-driven findings from a pioneer on-going IRI project in Balochistan, a hard-to-reach province where the ratio of OOS adolescent girls exceeds 78%. This study also proposes vital steps for the longevity of IRI to solve protracted educational crises in Pakistan.
The possibility of infusing entrepreneurship into higher education has incited much enthusiasm globally. A sub-domain of entrepreneurial education lies within the scope of social development and recognized as social academic entrepreneurship (SAE) education. Analysis of SAE intention at HEIs is scarce in Pakistan, and this pioneer study systematically analyzes key tenants of SAE including institutional factors, role of faculty and leadership, and strategic inclination to sustain SAE ecosystem within the faculties of social sciences and humanities at a liberal art university in Pakistan. The questionnaire is built on Hindle bridge framework and quadruple helix model for innovation. Results indicate that the study sample is at risk of exhibiting effective SAE and outlines strategies for mindfully curating a trajectory towards SAE education.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.