An exploration into student learning mobility in higher education among the Arabian Gulf Cooperation Council countries

David, Solomon Arulraj; Taleb, Hanan M.; Scatolini, Sergio Saleem; Al-Qallaf, Amal; Al-Shammari, H.S; George, M

doi:10.1016/j.ijedudev.2017.05.001

Cited by 21 publications

(17 citation statements)

References 5 publications

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“…The first set of dimensions showed a high level of convergence with a direct impact. These dimensions have been affected by a number of paragraphs because of the high level of response such as the strategic planning, community service from the leadership dimension, the university staff confidence in the success of their university, as well as cooperation of universities among each other and effectiveness of analysis, knowledge transfer, and cooperation with international universities as evidenced by Association to Advance Collegiate Schools of Business (2011), Wardley (2015), and Yousef (2016) (Al-bakr, Bruce, Davidson, Schlaffer, & Kropiunigg, 2017; David et al, 2017; Gremm, Barth, Fietkiewicz, & Stock, 2017). Other dimensions have achieved a lower level and have appeared in the lowest order of importance.…”

Section: Discussion Of Resultsmentioning

confidence: 99%

“…Based on the analysis and previous studies of Akili (2012), David et al (2017), and Hertog (2014), Baldrige Scale can be considered as a modern and effective means of identifying the readiness of various business organizations as long as their methods of measurement are based on feedback in comparing its input and output, and the measurement methods in Baldrige Scale have developed methods of linking analysis factors with the variables through the development of hypotheses that link these factors and variables and can be measurable using multiple analysis methods. However, the study, through research and investigation, has revealed that the application of the Baldrige Scale in identifying the university readiness is a rare topic at the state level according to Sarhan, Xia, Fawzia, Karim, and Olanipekun (2018).…”

Section: Resultsmentioning

confidence: 99%

“…Moreover, they stated that the education system in terms of the fundamentals of the university’s internal academic environment does not support such a trend which is already been supported by the courses, curriculum, infrastructure, and teaching methodology. A study was conducted by David et al (2017) which implemented UNESCO data to identify the dynamics of cooperation among universities in the Gulf Cooperation Council (GCC) region and the effect of cooperation between overseas education and GCC education by comparing the courses and curricula of the higher education. The study revealed a positive correlation of this cooperation; however, the international scholarship program and the GCC–foreign cooperation are advanced higher education sources.…”

Section: Literature Reviewmentioning

confidence: 99%

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Evaluating Universities’ Readiness in Qualifying Graduates to Achieve Saudi Vision 2030: A Constructive Analysis of Baldrige Scale

ALSharari

2019

Education and Urban Society

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The study sought to measure the Saudi universities’ capabilities and readiness for qualifying graduates to achieve the Saudi Vision 2030 to overcome the gap between the readiness of the university and the national goal if exist to help decision makers to explore actual achievements against the national goals. To assess the performance, this study adopted the Baldrige Scale for excellence in education as a measurement tool which was modified by adding the scientific research requirements and collaboration among universities and university investments as a modern domain of the scale’s entities based on Saudi Vision demands 2030. A Baldrige-based survey has been conducted on a study group of ( n = 540) academics from the Northern Border University. Following a statistical test of Relative Importance Index (RII) and the Contractual Pathway Analysis, the study revealed that the university’s readiness to outcome a qualified graduate is relatively moderate, with a clear decline in the university investment and research publication consultants. Furthermore, there is a strong correlation between the measurement entities used in the readiness test.

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Section: Discussion Of Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Evaluating Universities’ Readiness in Qualifying Graduates to Achieve Saudi Vision 2030: A Constructive Analysis of Baldrige Scale

ALSharari

2019

Education and Urban Society

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“…She suggests that quality, governance and educational development and outcome are the three key challenges for higher education in the Arab region. David et al (2017) highlight the emergence of the Gulf countries as regional hub for learning mobility. The following framework illustrates the major transformational drivers and the responses of key stakeholders in tertiary education (see Table 1).…”

Section: Literature Reviewmentioning

confidence: 99%

Postgraduate students' experiences and perspectives on transformation of teaching and learning in tertiary education

David

Hill

2021

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PurposeTertiary education has been going through dramatic transformation in recent times. Such transformation is seen in teaching and learning at tertiary education. This study, therefore, aims to understand the transformation of teaching and learning in tertiary-level education, particularly by accounting the experiences and perspectives of postgraduate learners.Design/methodology/approachThe study narrowed higher education transformation into four key drivers such as expansion, excellence, extension, external and explored their dynamics and impacts for teaching and learning in tertiary education. The data was gathered from 25 doctoral students from three different cohorts, who shared their critical reflection on their experiences and perspectives on the transformation of teaching and learning in a reflective journal. The 25 reflective journals were used as the qualitative transcripts for analysis. Standard required ethical protocols were followed in the research. The results were analysed using thematic analysis.FindingsThe findings indicate that teaching and learning in the higher education are transformed largely using technology, by engaging various stakeholders, several pedagogic methods, a range of assessments and numerous contents and materials. The findings suggest that higher education transformation has affected teaching and learning in tertiary education positively in the UAE, while identifying some relevant areas for improvement.Research limitations/implicationsSingle data and small sample size (although suitable for the study) are the limitations. The experiences and perspectives of the postgraduate scholars on teaching and learning offer relevant insights for postgraduate learners, academic, researchers, curriculum developers, policymakers. The study asserts that accounting student's experiences and perspectives supports the understanding on the transformation of teaching and learning in tertiary education.Originality/valueThe study contributes to the ongoing debate on how students are helping shape teaching and learning practices in tertiary education, particularly from the UAE context using informed critical reflection. The study contends and concludes that teaching and learning in tertiary education are continued to be shaped by emerging trends and development.

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“…The Gulf region is highly developed and is characterized by dynamic and diverse opportunities created by the increase in large projects that have improved the quality of life of citizens. This creates pressure for the government to avail the needed competence, education and skills to better utilize these developments [1]. Within the gulf region, there are many local higher education institutions while others are established in collaboration with international universities [2].…”

Section: Introductionmentioning

confidence: 99%

Supply Chain Management in Higher Education: A Conceptual Model within COVID-19 Outbreak, Building a Proposed Conceptual Model

Badawood

2021

Int. J. Emerg. Technol. Learn.

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This research examines the application of supply chain management concepts in higher education institutions in the Gulf region. It presents the value chain in institutions of higher education. The value chain consists of inputs, procedure,s and outputs. The common variables in the academic sup-ply chain are information and shared value across the chain that can translate into strategic and functional objectives of the learning institution. The success of the supply chain management model depends on the level of integration and collaboration among the stakeholders starting from high schools as inputs of higher education. The main objective of the supply chain management model is to create better output. The output is from the practicality of research explored to the various industries and the level of skills of qualified graduates

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An exploration into student learning mobility in higher education among the Arabian Gulf Cooperation Council countries

Cited by 21 publications

References 5 publications

Evaluating Universities’ Readiness in Qualifying Graduates to Achieve Saudi Vision 2030: A Constructive Analysis of Baldrige Scale

Evaluating Universities’ Readiness in Qualifying Graduates to Achieve Saudi Vision 2030: A Constructive Analysis of Baldrige Scale

Postgraduate students' experiences and perspectives on transformation of teaching and learning in tertiary education

Supply Chain Management in Higher Education: A Conceptual Model within COVID-19 Outbreak, Building a Proposed Conceptual Model

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