Relevant bibliographies by topics / Tertiary institutions

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Tertiary institutions'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Tertiary institutions"

1

Chidinma, Nnyeche Theresa, and E. A. Bestman. "Business-Information Technology Alignment and Sustainability of State-Owned Tertiary Institutions in Rivers State, Nigeria." Journal of Strategic Management 7, no. 1 (January 4, 2022): 1–12. http://dx.doi.org/10.47672/jsm.889.

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Purpose: This work examined Business-Information Technology Alignment and Sustainability of State-Owned Tertiary Institutions in Rivers State, Nigeria. The objective was to investigate the relationship between strategy-driven alignment and sustainability of state-owned tertiary institutions in Rivers State, Nigeria. Methodology: To achieve this, two research questions and hypotheses were designed to guide the study. The population for this work comprised 1,224 staff between grade level 11 and above in the five state-owned tertiary institutions in Rivers State. The sample size of this study consisted of 302 selected using the Taro-Yamane sampling technique. The instrument for data collection was the questionnaire. The test for the internal regularity of the instrument was conducted using Spearman Rank Order correlation. Mean and standard deviation were used to answer the research questions; Statistical Package for Social Science out version 23.0 was used to test the null hypotheses. Findings: It was found that strategy-driven alignment significantly influenced the sustainability of quality service delivery of the state-owned tertiary institutions in Rivers State, Nigeria; the study therefore concluded that adopting the concept of business-information technology alignment will invariably result to sustainability in tertiary institutions. Recommendation: The study recommended among other things that: Federal and state governments as well as tertiary institution’s management should, as a matter of urgency, develop credible strategy-driven alignment approach that will ensure that the unique objectives of the tertiary institutions are derived seamlessly while using IT, that tertiary institution management should fore-handily train all IT staff on the objectives of the institution so that everyone in IT has a visceral understanding of the institutions intention with regards to quality service delivery.
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Alao, Oluwaseyi Olalekan, and Godwin Onajite Jagboro. "Assessment of causative factors for project abandonment in Nigerian public tertiary educational institutions." International Journal of Building Pathology and Adaptation 35, no. 1 (April 10, 2017): 41–62. http://dx.doi.org/10.1108/ijbpa-07-2016-0016.

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Purpose Abandonment of construction projects is still a burning issue in Nigeria. Beside the poor financing of educational infrastructure, abandonment of construction projects remains a significant contributor to the inadequacy of facilities in Nigerian public tertiary educational institutions. The purpose of this paper is, therefore, to assess the causes of abandoned projects specific to public institutions of tertiary education in Nigeria, with a view to providing empirical data that are generalizable to enhancing successful delivery of teaching and research facilities. Design/methodology/approach Primary data used for the study were obtained through questionnaires administered to 47 professionals comprising 8 architects, 12 mechanical and electrical engineers, 15 civil/structural engineers, 4 builders and 8 quantity surveyors who were involved in physical development of construction projects in public tertiary educational institutions in Osun State. The data were analyzed using mean analysis, factor analysis and the Kruskal-Wallis (K-W) test. Findings The factors most significant to abandonment of tertiary educational institutional projects were delayed payments, fund mismanagement, inadequate budgetary allocation, inadequacy of finance, inflation and bankruptcy of the contractor. Findings also showed that not all factors causing abandonment were significant to tertiary institutional projects. The significant factors clustered under stakeholders’ response capacity, poor financial management, inadequate planning and monitoring, and unexpected occurrences. The K-W test showed significant differences among the categories of tertiary institutions on the ranking of the most significant causes of abandoned projects. Research limitations/implications The study was limited to public tertiary educational institutions in Osun State. Further studies could focus on public health institution projects and private tertiary educational projects to improve the body of knowledge on the subject of causative factors for project abandonment. Practical implications The study provided implications for effective contract management of public tertiary educational institutional projects, which is a significant step to improving the available teaching and research facilities in Nigerian tertiary institutions. Originality/value The study provides implications for effective contract management systems of projects for public tertiary educational institutions, thereby improving the available teaching and research facilities.
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Jerome, Anyanwu, and Josephine Uzoamaka Anekwe. "Addressing Corruption in Tertiary Institutions: Implications for Curriculum Development." Journal of Advances in Sports and Physical Education 5, no. 11 (November 24, 2022): 560–63. http://dx.doi.org/10.36348/jaep.2022.v06i11.004.

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This paper focuses on corruption in tertiary institutions and how it can be tackled through introducing courses and approaches via curriculum development that will build integrity among students, as well as, institutional quality through citizenship and social cohesion. The paper also discussed the concept of corruption, forms of corruption, causes and corruption in tertiary institutions such as bribery, fraud, embezzlement, favouritism, nepotism, among others and its implication for curriculum development in the country. In order to check and eliminate corruption in tertiary institutions, the paper recommended that, social studies, citizenship and value education should be implemented in tertiary institutions to teach about the negative effects of corruption and to create resilience against corrupt practices. Also, stakeholders in education should organize conferences in tertiary institution to re-orientate them on the dangers of corruption with the action statement ‘‘change begins with me’’ in our educational system, effective classroom implementation of curriculum content and the introduction of courses that will imbibe moral consciousness in the business of education at the tertiary level.
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M. Musa, Ahmed. "Harnessing Knowledge for Institutional Advancement in Tertiary Educational Institutions." International Journal of Technology and Management Research 1, no. 1 (March 12, 2020): 81–87. http://dx.doi.org/10.47127/ijtmr.v1i1.14.

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The impact of globalization on tertiary educational institutions (TEIs) in Ghana demands that they (TEIs) harness and leverage knowledge from the global knowledge basket to remain competitive. This paper examines the concept of knowledge management (KM) and how it is being managed in Ghana's TEIs for institutional advancement. The key challenges identified include the corporatisation of academic faculties, weak structures for KM, the intrusion of 'managerialism' as a style of leadership, absence of strong teamwork in knowledge creation and dissemination, and the erosion of the spirit of collegiality in academic staff relations. Suggestions made for the enhancement of knowledge management processes in TEIs include making adequate budgetary allocations for KM and integrating KM centres in established structures of TEIs. The paper concludes that knowledge is an indispensable asset for institutional advancement in higher education and therefore, TEIs should invest in the area to remain competitive globally. Keywords: Knowledge management; Intellectual capital; Managerialism; Institutional governance
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Lőrincz, Mónika, and Tamás Köpeczi-Bócz. "The structure of tertiary education, training and research potential influencing factors." Acta Agraria Debreceniensis, no. 67 (February 3, 2016): 49–53. http://dx.doi.org/10.34101/actaagrar/67/1752.

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Nowadays more and more pronounced demand for tertiary education appears as an output of the labor market and the real labor market needs coordination of intention. A necessary condition for the long-term sector strategies, conscious coordination. In Hungary – the sector management level – headed tertiary education training structure and the transformation of the institutional network. There is a close relationship between training supply and research and development potential, as an institution typically the same disciplinary education and research base continues. Based on this, we assume that the structure of the training may influence the development of the restructuring of the research and development potential as well. The institutional network reorganization (merger, liquidation, establishment of new institutions) is expected to result in a former spatial structure of tertiary education in the modification, which in itself is a training and research supply spatial rearrangement may apply. Against this background, questions have been raised as to how the objectives in the current tertiary education strategy for economic operators serving the needs of each territorial unit, how the institution fits into network transformation of economic structure and labor market needs of the regions. In order for the Hungarian tertiary education can meet the requirement for industry standards, an essential part of the structure of industries, and the changes occurring in the economic structure, trends and industry relations in the investigation. On the other hand, we do not ignore those factors are not, which have a determining influence on the tertiary education institutions in training and R&D supply. As part of this study in tertiary education institutions will be examined possible factors influencing education, research and development demand and supply, which gets a prominent role in the economic structure of relations between the territorial dimension in the evolution of discount factors and the nature of particular sectors.
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Omonijo, Dare O., Michael C. Anyaegbunam, Samuel I. Ejoh, and Joe-Akunne Chiamaka Ogechukwu. "Qualitative Analysis of the Student Industrial Work Experience Scheme (SIWES) in Tertiary Institutions in Ogun State, Nigeria." Journal of Educational and Social Research 10, no. 4 (July 10, 2020): 187. http://dx.doi.org/10.36941/jesr-2020-0077.

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This study was carried out to appraise SIWES in sixteen (16) tertiary institutions in Ogun State, Southwest Nigeria using descriptive method. Among other things, it investigated the percentage of SIWES unit in tertiary institutions in the state that has: (i) a structure; (ii) budget; (iii) coordinators’ tenure of office; and (v) a succession plan for coordinators. The study engaged a purposive sampling technique to select one participant from each institution and used descriptive statistics to analyze the data. These include frequency distribution, percentage and ranking. The study among other things concluded that 13(81.3%) tertiary institutions had SIWES structure while 03(19.7%) did not have; 5(31.2%) tertiary institutions had SIWES budget while the majority-11(68.8%) did not have; 5(31.2%) tertiary institutions had SIWES coordinators tenure of office while the majority-11(68.8%) did not have. The study also concluded that no institution (0%) had a succession plan for SIWES coordinators. Based on its findings, recommendations are made to improve the SIWES unit in higher education systems in the state.
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Asiyai, Romina Ifeoma, and Enamiroro Patrick Oghuvbu. "Prevalent Crime in Nigerian Tertiary Institutions and Administrative." International Journal of Higher Education 9, no. 2 (February 18, 2020): 270. http://dx.doi.org/10.5430/ijhe.v9n2p270.

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This study examined crime in tertiary institutions in southern Nigeria. The purpose of the study was to identify the common crime prevalent in the institution, the administrative strategies for managing crime and find out the extent to which institution managers or Administrators are employing the identified strategies to ensure a crime free environment. Three research questions were asked and answered. The sample of the study was drawn from a population of tertiary institutions in Southern Nigeria A sample of 1020 respondents were selected through stratified random sampling technique from nine tertiary institutions in South-West Nigeria. The questionnaire was the instrument for collection of data from the respondents. It is divided into three sub-scales. Cronbach Alpha for the three sub scales yielded 0.84, 0.80 and 0.76. The finding revealed the common crime prevalent in tertiary institution in South-West Nigeria as examination malpractices, assault, plagiarism, sexual harassment, and certificate forgery. The findings further showed that crime management strategies like mounting closed circuit camera in strategic locations, regular monitoring of activities, use of anti-cult group are some of the identified crime management strategies. The extent of employment of the identified strategies in crime management is low.
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Sofyan, Muhammad. "Action Environment Potential by the Private Higher Education within Tertiary LL Dikti III for the SN Dikti Implementation." Journal of Public Administration Studies 006, no. 01 (May 1, 2021): 40–46. http://dx.doi.org/10.21776/ub.jpas.2021.006.7.

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Today, private universities are required to have competitiveness, independence, sustainable reach, integrated information network, in order to maintain the quality of higher education. In fact, not all tertiary institutions have plenty of qualified resources to meet these demands. The emergence of changes in meso policy on higher education standards (SN Dikti) became a substantial influence for private tertiary institutions. Private tertiary institutions are urged to be able to adjust even beyond the standards of tertiary institutions that have been prepared by the central government. The external environment and any amendments to regulations for higher education meso policies may affect the choice of actions and institutional decisions in the operational process of higher education in terms of adapting with and adopting institutions. Exploration of sundry field findings of this study has revealed several aspects to view, it’s how the regulations become a highly influential elements, organizational culture and work culture of other institutions, national, regional and global insights, the influence of inter-institutional cooperation, and assessment of international accreditation.
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Sofyan, Muhammad. "Action Environment Potential by the Private Higher Education within Tertiary LL Dikti III for the SN Dikti Implementation." Journal of Public Administration Studies 006, no. 01 (May 1, 2021): 40–46. http://dx.doi.org/10.21776/ub.jpas.2021.006.01.7.

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Today, private universities are required to have competitiveness, independence, sustainable reach, integrated information network, in order to maintain the quality of higher education. In fact, not all tertiary institutions have plenty of qualified resources to meet these demands. The emergence of changes in meso policy on higher education standards (SN Dikti) became a substantial influence for private tertiary institutions. Private tertiary institutions are urged to be able to adjust even beyond the standards of tertiary institutions that have been prepared by the central government. The external environment and any amendments to regulations for higher education meso policies may affect the choice of actions and institutional decisions in the operational process of higher education in terms of adapting with and adopting institutions. Exploration of sundry field findings of this study has revealed several aspects to view, it’s how the regulations become a highly influential elements, organizational culture and work culture of other institutions, national, regional and global insights, the influence of inter-institutional cooperation, and assessment of international accreditation.
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Gunawan, Indra, Tjong Se Fung, and Diana Silaswara. "Digital Marketing Study, Through Instagram Media Case Study of Private Universities in the Tangerang Region." Primanomics : Jurnal Ekonomi & Bisnis 18, no. 2 (May 20, 2020): 1. http://dx.doi.org/10.31253/pe.v18i2.346.

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The rapid development of technology makes a big change to every activity carried out both individuals and organizations. The speed of information is a necessity for every individual and organization. Universities as institutions engaged in education make changes in communication to the community. In implementing the tri dharma of tertiary institutions in each of their activities, the tertiary institution utilizes social media. One of the social media chosen is Instagram because it is loved by millennials. The use of Instagram as a medium of communication has an impact on increasingly creative tertiary institutions conducting information on each of their activities. With the use of social media, tertiary institutions can inform the public about their creativity so that it impacts on public confidence in their learning activities
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Dissertations / Theses on the topic "Tertiary institutions"

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Carey, Gemma Marian. "New Understanding Of 'Relevant' Keyboard Pedagogy In Tertiary Institutions." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15909/1/Gemma_Carey_Thesis.pdf.

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In current times, issues of curriculum relevance are driving a raft of reforms and reviews in higher education. The unmet needs of students in terms of employment outcomes, particularly in the area of the performing arts are increasingly a matter of concern. For tertiary music training institutions, the need to attach greater importance to student needs has forced a more critical reappraisal of curriculum priorities. An effect of this has been ongoing contestation and debate within music institutions about the nature and purposes of music curriculum as a university offering. This thesis examines the implications of the above by undertaking an investigation into the relevance of keyboard curriculum, as it is currently understood in one tertiary institution, a Conservatorium of Music. It examines the contestation over student needs that is apparent within the curriculum of keyboard within such an institution. The aim is to improve the institution's capacity to respond appropriately to 'student needs' by better understanding issues about curriculum relevance. This is done by investigating how needs become articulated within this particular institution and curriculum domain and by investigating the effect these needs articulations have on the practices of those who teach and those who learn within this domain. The study uses the conceptual work of Nancy Fraser (1989) and Elizabeth Ellsworth (1989) and a doctoral study by Erica McWilliam (1992), to focus on needs articulations or needs talk that is related to the needs of keyboard students within this Conservatorium. This talk, which is generated in management, staff and student texts, is examined as produced out of systems of language use that are employed within and outside the Conservatorium. The analysis of the talk treats the contestations and struggle over student needs in the Conservatorium as products of, and productive of, power relations. The analysis reveals discourse communities that are not only fractured from within but which share very little common language. It demonstrates how systems of language use at work within the Conservatorium marginalise students at the same time as they permit the institution to continue its traditional work and practice. The study clearly demonstrates how the institution itself is actively producing 'failing' and 'blaming' students as discursive subjects. The conclusion is drawn that more attention needs to be paid to building shared communities that share a common discourse, rather than trying to wedge more 'relevant' material into the curriculum.
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Carey, Gemma Marian. "New Understanding Of 'Relevant' Keyboard Pedagogy In Tertiary Institutions." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15909/.

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In current times, issues of curriculum relevance are driving a raft of reforms and reviews in higher education. The unmet needs of students in terms of employment outcomes, particularly in the area of the performing arts are increasingly a matter of concern. For tertiary music training institutions, the need to attach greater importance to student needs has forced a more critical reappraisal of curriculum priorities. An effect of this has been ongoing contestation and debate within music institutions about the nature and purposes of music curriculum as a university offering. This thesis examines the implications of the above by undertaking an investigation into the relevance of keyboard curriculum, as it is currently understood in one tertiary institution, a Conservatorium of Music. It examines the contestation over student needs that is apparent within the curriculum of keyboard within such an institution. The aim is to improve the institution's capacity to respond appropriately to 'student needs' by better understanding issues about curriculum relevance. This is done by investigating how needs become articulated within this particular institution and curriculum domain and by investigating the effect these needs articulations have on the practices of those who teach and those who learn within this domain. The study uses the conceptual work of Nancy Fraser (1989) and Elizabeth Ellsworth (1989) and a doctoral study by Erica McWilliam (1992), to focus on needs articulations or needs talk that is related to the needs of keyboard students within this Conservatorium. This talk, which is generated in management, staff and student texts, is examined as produced out of systems of language use that are employed within and outside the Conservatorium. The analysis of the talk treats the contestations and struggle over student needs in the Conservatorium as products of, and productive of, power relations. The analysis reveals discourse communities that are not only fractured from within but which share very little common language. It demonstrates how systems of language use at work within the Conservatorium marginalise students at the same time as they permit the institution to continue its traditional work and practice. The study clearly demonstrates how the institution itself is actively producing 'failing' and 'blaming' students as discursive subjects. The conclusion is drawn that more attention needs to be paid to building shared communities that share a common discourse, rather than trying to wedge more 'relevant' material into the curriculum.
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Niyonkuru, Richard. "Entrepreneurship education at tertiary institutions in Rwanda: a situation analysis." University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study explored the provision of entrepreneurship education at higher education institutions in Rwanda with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option.
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Moller, Alison. "Strategies for sourcing IT skills for South African tertiary institutions." Thesis, Port Elizabeth Technikon, 2004. http://hdl.handle.net/10948/263.

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Traditional methods of IT recruitment in tertiary institutions need to be reviewed and more modern approaches analysed. A lot of successes and failures have been reported for each type of sourcing strategy in the IT sector. Many organizations have been liquidated due to poorly planned mergers, takeovers, and total outsourcing strategic shifts. The primary objective is to review the current IT sourcing strategies in tertiary institutions and to analyse and discuss the benefits and limitations of employing permanent IT staff, contract workers or outsourced staff.
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Tagai, Kuresa School of Education Studies UNSW. "Factors Affecting Faculty Morale in Seventh-day Adventist Tertiary Institutions." Awarded by:University of New South Wales. School of Education Studies, 1999. http://handle.unsw.edu.au/1959.4/32663.

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Using a multimethod approach, this study set out to examine the concept of faculty morale - what it is, what affects it, and how to improve it - in the setting of the four South Pacific tertiary institutions owned and run by the Seventh-day Adventist (SDA) Church. Based on three research questions and three major expectations, the study, done between October 1997 and March 1998, was carried out in two stages representing the two models of research - quantitative and qualitative. The study confirmed the multi-faceted and complex nature of morale as well as the close relationship between this concept and that of job satisfaction. While faculty morale appeared better in some institutions than others, the data reported in this study indicate that faculty morale overall seemed to have suffered due to a variety of factors. Most notable among these was the perceived leadership style of senior administrators as manifested through a range of activities and attitudes comprising their willingness or otherwise to share power with the faculty, to follow a satisfactory process of consultation, to allow adequate academic freedom, to promote faculty participation and representation in institutional policy- and decision-making, and to communicate openly with academic staff. Faculty satisfaction or dissatisfaction with the above and other aspects of their senior administrators' leadership style, along with their satisfaction or dissatisfaction with other aspects of their work, were the principal factors linked to faculty morale. The surprising absence of a significant relationship between faculty morale and a religious-oriented commitment among SDA faculty members suggests that religious commitment and morale may, to a large extent, operate independently of each other. Although religious commitment was shown to be very solid among SDA faculty members, the study indicates that this type of commitment has its limits and may be unrelated to commitment to a particular institution. Implications of these findings were drawn out for administrators of the SDA Church in the South Pacific and the on-site administrators and faculty at each of the four institutions studied. The study also contributed to the theoretical understanding of the concept of morale and proposed areas for further research.
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謝得慧 and Tak-wai Deborah Tse. "The fundraising culture in tertiary institutions: the case of HKU." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41012707.

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Tse, Tak-wai Deborah. "The fundraising culture in tertiary institutions the case of HKU /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41012707.

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Botha, Petrus Albertus. "Development of a holistic wellness model for managers in tertiary institutions." Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11222007-163310.

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Chan, Wan. "A study on the effective managers in tertiary education institutions in Macao." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2147574.

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Moorosie-Molapo, Mabaphuthi Junior. "Investigating leadership styles in tertiary institutions in Lesotho: comparing and contrasting practices." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The study investigated the leadership styles used in the Lesotho tertiary institutions. The research was undertaken at two institutions - Lerotholi Polytechnic and the National Teacher Training College. The population of the study is the lecturers and the leaders in the management position in the two institutions. The study discussed educational leadership and educational organizations and how they help towards the achievement of goals and objectives.
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Books on the topic "Tertiary institutions"

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Azelama, Julius Uduimho. Administration of Nigeria tertiary institutions. Benin City: Ever-Blessed Publishers, 2005.

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OECD Programmes on Educational Building and on Institutional Management in Higher Education (1998 : Sydney, Australia), ed. Strategic asset management for tertiary institutions. Paris: Organisation for Economic Co-operation and Development, 1999.

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Offiong, Daniel A. Secret cults in Nigerian tertiary institutions. Enugu, Nigeria: Fourth Dimension Publishers, 2003.

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Sexual harassment in Nigerian tertiary institutions. Ibadan, Nigeria: Spectrum Books, 2006.

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Commission, Sierra Leone Tertiary Education. Statutory Instrument: The Tertiary Education Commission (Tertiary Education Institutions) Regulations, 2006. Sierra Leone: Government Printing Department, 2006.

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Ebebe, Ukpong, and Nigeria National Manpower Board, eds. Bridging tertiary institutions and labour market in Nigeria. Abuja: National Manpower Board, 2001.

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Nigeria. National Bureau of Statistics. Directory of tertiary/research institutions in Nigeira, 2008. Garki, Garki, Nigeria: Federal Republic of Nigeria, 2008.

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Afeti, George. Tertiary education in Africa today: Non-university institutions. Accra, Ghana: National Council for Tertiary Education, 2002.

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Okpara, Okpara. Orientation guidebook for students in tertiary institutions in Nigeria. Abakaliki: Publicom International, 2004.

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Effah, Paul. Governance of tertiary education institutions in Ghana: A manual. Accra, Ghana: NCTE in collaboration with the Association for the Development of Education in Africa, Working Group on Higher Education, 2001.

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Book chapters on the topic "Tertiary institutions"

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Adebayo, Florence Aduke, and Adebusola Tope-Oke. "Graduate Output in Nigeria Tertiary Institutions." In Sustainable Transformation in African Higher Education, 41–51. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-902-7_3.

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Tierney, Robert J., and Robert V. Morgan. "The Indigenous Imaginary and Tertiary Institutions." In The Palgrave Handbook on Critical Theories of Education, 223–42. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86343-2_13.

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Hulela, Keba, Joseph Mukuni, Might Kojo Abreh, Joseph Amooti Kasozi, and David Kraybill. "Transformative curricula and teaching practices to meet labour market needs in tertiary agricultural education in Africa." In Transforming tertiary agricultural education in Africa, 126–34. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0007.

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Abstract This chapter describes and analyzes labour market conditions and policy, as well as programme options for improving the economic and social relevance of agricultural training in African higher education institutions. The intended audience is teachers and administrators of tertiary agricultural education (TAE) who have little or no training in curriculum development or pedagogy. The aim is to present practical steps for reforming curricula and pedagogical approaches to enable TAE institutions to meet the needs of communities more effectively and to address the demands of dynamic labour, information and technology markets. The discussion also describes how tertiary education teachers and administrators can develop the vision, methods and institutional culture required to prepare students for employability and life-long learning.
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Imbuga, Mabel, Daniel N. Sila, and John Wesonga. "Leadership and change management to transform tertiary agricultural education institutions." In Transforming tertiary agricultural education in Africa, 109–25. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0006.

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Abstract This chapter explores the concepts of leadership and change management within the context of transforming Africa's tertiary agricultural education (TAE) sector, and more specifically its universities. Sections 6.2 and 6.3 focus on existing leadership practices in African TAE institutions and a vision for their future transformation. Sections 6.4 and 6.5 more specifically address the role of leadership in effecting this transformation, and best practices for such leadership. Section 6.6 analyses the challenges associated with successfully managing organizational change. Section 6.7 provides a brief conclusion.
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Okeke-Ihejirika, Philomina. "Gender Equity in Africa’s Institutions of Tertiary Education." In Decolonizing Philosophies of Education, 147–61. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-687-8_10.

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Koehn, Peter, David Kraybill, and Isaac J. Minde. "Transnational partnerships for tertiary agricultural education in Africa." In Transforming tertiary agricultural education in Africa, 251–73. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0016.

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Abstract This chapter examines ways in which an equal balance of power can be established in designing and implementing higher-education partnerships. The partnerships featured here are transnational - both within and outside Africa - so they typically have different academic structures, traditions and resources. The chapter presents an approach to partnership design and implementation with the intention of helping African tertiary agricultural education (TAE) institutions strategically pursue arrangements which build enduring institutional and human-resource capacity through joint and equitable engagement in their core mandates: educational instructional, research and outreach.
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Unangst, Lisa. "Refugees in Tertiary Education, European Policies and Practices." In Encyclopedia of International Higher Education Systems and Institutions, 1–5. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_603-1.

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Beintema, Nienke, John Lynam, and Florence Nakayiwa. "Trends in tertiary agricultural education capacity in Africa." In Transforming tertiary agricultural education in Africa, 85–105. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0005.

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Abstract This chapter provides an assessment of trends in institutional and human-resource capacity in Africa's tertiary education sector and, specifically, in its tertiary agricultural education (TAE) sector. Sections 5.2 and 5.3 focus on the changing institutional landscape since the 1970s, including an analysis of whether more recent TAE expansion mirrors overall growth in the tertiary education sector. Sections 5.4 and 5.5 present an overview of growth in enrolments within Africa's tertiary education sector, along with information on student populations for sample countries and institutions for which TAE data are available. Section 5.6 provides an overview of developments in TAE teaching capacity across these sample countries, both over time and by various demographic indicators. The chapter concludes with an analysis of estimated future demand for PhD graduates in TAE compared with the potential supply, followed by a discussion of implications and recommendations.
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Carss, Marjorie. "Action Group 5: Tertiary (Post-Secondary) Academic Institutions (18 +)." In Proceedings of the Fifth International Congress on Mathematical Education, 95–110. Boston, MA: Birkhäuser Boston, 1986. http://dx.doi.org/10.1007/978-1-4757-4238-1_8.

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Unangst, Lisa. "Refugees in Tertiary Education, European Policies and Practices." In The International Encyclopedia of Higher Education Systems and Institutions, 2439–43. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_603.

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Conference papers on the topic "Tertiary institutions"

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Sokoya, A. A. "Comparative Study of Institutional Facilities as Predictors of Students Choice of Schools: Case Study of Public Tertiary Institutions in Lagos, Nigeria." In Advances in Multidisciplinary and Scientific Research Publication Series. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28p3.

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Institutional facilities often determine students’ choice of enrolment into tertiary institution and level of academic performance Rudhumbu,Tirumali and Kumari, (2017). Thus institutions invest more on installation and maintenance of facilities like business enterprise to compete favorably with their counterparts in order to have good number of students and to improve institutional image and status (Gibbs, 2001). Despite institutions stringent requirements of students’ academic results from high school, parents are more concerned of institutional image; safety and campus security. This paper focused on institutional facilities as predictors of students’ choice of enrolment into tertiary institutions for further studies. The study population comprised of year two students in all fields of study from each level of tertiary institutions (college of education, polytechnic and university) in Lagos, Nigeria. It also examined the impact of available facilities ranging from library facilities and services, internet facilities, campus accommodation and proximity to the library and lecture rooms, lecturers experience and academic qualifications are inclusive facilities examined in this study. The study also mirror on the admission requirements of the various schools under study, the structural facilities need of all categories of students in the study; the place of the physically challenged students inclusive. The study adopted survey designed research with the aid of both self structured questionnaire, observation and interview as research instruments for clarification. The services of research assistance hinged on the distribution and collation of questionnaires for the study. Statistical Package for the Social Sciences (SPSS) software was used to analyse the data. Conclusion and recommendations was drawn based on the research findings. Keywords: Institutional facilities, library, students’ enrolment.
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"The Role of E-Learning in Tertiary Institutions." In Nov. 27-28, 2017 South Africa. EARES, 2017. http://dx.doi.org/10.17758/eares.eph1117012.

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Méndez López, Mariza G. "EMOTIONS OF MEXICAN LANGUAGE TEACHERS IN TERTIARY INSTITUTIONS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0530.

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Osoaku, F., A. O. Afolabi, D. Ochiba, and C. Oleah. "Education stress factors among construction students in tertiary institutions." In TECHNOLOGIES AND MATERIALS FOR RENEWABLE ENERGY, ENVIRONMENT AND SUSTAINABILITY: TMREES21Gr. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0109289.

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Karim, Dewan Niamul, and Abdul Halim Abdul Majid. "Barriers to Knowledge Sharing Among Academics in Tertiary Institutions." In Proceedings of the First International Conference on Materials Engineering and Management - Management Section (ICMEMm 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icmemm-18.2019.1.

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Hamza, Aliyu. "Rejigging of the Management and Operations of Student Industrial Work Experience Scheme in Tertiary Institutions in Nigeria: A Case Study of NOUN." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.544.

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In the transition to a post pandemic world, educational institutions are faced with the challenge of helping to build a more responsive and robust education system in the volatile, uncertain, complex, and ambiguous present and future. This requires critical reflection on lessons learned during the pandemic, reimagining the future of higher education as well as institutional directions, and adopting new strategies for development. This session describes a program to build the capacity of Philippine colleges and universities in this important work. // The Sustainable Institution Building for Open Learning (SIBOL) initiative, as it is called, aims to provide participating higher education institutions with training and mentoring in planning, managing, and sustaining blended, online, and open learning (BOL) programs. Phase 1 of SIBOL consists of seven online training modules, delivered synchronously and asynchronously, on planning BOL programs; systems for BOL materials development, technology management, faculty development, and student support; quality assurance; and research and innovation for sustainability of BOL. Phase 2 is a mentoring program for participating institutions as they implement their BOL institutional strategy. This second phase also aims to strengthen institutional collaboration and networking towards building the open and distance learning ecosystem in the Philippines. // In this paper, early findings from the design, development, and pilot implementation of SIBOL are discussed. SIBOL was conceptualized as UPOU’s pilot project under the EU-funded Advancing Equity and Access to Higher Education through Open and Distance Learning (BUKA) project.
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Richardson, Tony. "The New Tertiary Model and Its Low-Level Impact." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2564.

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There have been many articles written which describe the changing financial environment currently faced by tertiary institutions. In New Zealand our Universities and Polytechnics have faced a gradual per-student reduction in government funding over the past decade and, despite the public utterances of ministers of education, there is little evidence that this is anything but a continuing trend. This has pushed institutions towards the so-called “commercialisation of the education sector”. It means greater efficiencies in the delivery of courses, greater emphasis on the marketing of popular courses and reductions in the numbers of general and academic staff. The dreaded word “restructuring” has begun to be whispered in the corridors and staff lounges of Universities, a state akin to the whisperings of “downsizing” and “core business concentration” among the true corporates of our economies. Interestingly, this shift in tertiary institution modeling at the macro level has been reflected down at the micro level of individual courses and assessments and it is this low level change which has prompted this paper.
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"A Knowledge Management Model to Improve Performance in Tertiary Educational Institutions." In International Conference on Machine Learning, Electrical and Mechanical Engineering. International Institute of Engineers, 2014. http://dx.doi.org/10.15242/iie.e0114080.

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Ooi Kuan, Tan, Ling Lloyd, and Cheng Mou Chuan. "An assessment on the trustworthiness of engineers in higher tertiary institutions." In THE 2ND INTERNATIONAL CONFERENCE ON APPLIED SCIENCE AND TECHNOLOGY 2017 (ICAST’17). Author(s), 2017. http://dx.doi.org/10.1063/1.5005470.

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Habib, Md Mamun. "An exploratory study of supply chain management for tertiary educational institutions." In 2011 IEEE International Technology Management Conference (ITMC). IEEE, 2011. http://dx.doi.org/10.1109/itmc.2011.5995990.

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Reports on the topic "Tertiary institutions"

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Dassanayake, Wajira, Gayani Hewagama, and Sarah E. Kirk. Asynchronous Instructional Videos During COVID-19 Emergency Remote Teaching: Student Experiences Within a New Zealand ITP. Unitec ePress, August 2021. http://dx.doi.org/10.34074/ocds.088.

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The COVID-19 pandemic created unprecedented challenges for tertiary education institutions worldwide. The crisis placed enormous pressure on educational institutions as they were required to pivot suddenly to teaching fully online. In New Zealand, Tertiary Education Organisations (TEOs) were forced to close on Wednesday 25 March 2020 after New Zealand moved to Alert Level 4, necessitating the sudden implementation of online teaching. The purpose of this study is to investigate the effectiveness of pre-recorded instructional videos in three selected courses taught by a tertiary education institution, a member of the Institutes of Technology and Polytechnics (ITPs) New Zealand.
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Nietschke, Yung. Australian Strategic Partnerships in Remote Education. Australian Council for Educational Research, October 2021. http://dx.doi.org/10.37517/978-1-74286-649-9.

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This report highlights the achievements and lessons learned from the pilot stage of the Australian Strategic Partnerships in Remote Education (ASPIRE) initiative which was managed by the Australian Council for Educational Research (ACER) as part of the Australian Department of Foreign Affairs and Trade's Partnerships for Recovery: Australia's COVID-19 Development Response. In its pilot phase ASPIRE partnerships have strengthened collaboration between Australian and Indo-Pacific institutions and promoted the value of Australian expertise in remote teaching and learning to key counterparts in government, tertiary institutions, community organisations and teachers.
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Pember, Susan, Helen Tilley, Jack Price, and Larissa Peixoto Gomes. Supporting the Welsh Lifelong Learning System. Wales Centre for Public Policy - Cardiff University, December 2021. http://dx.doi.org/10.54454/20211216.

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To assist the Welsh Government in balancing the productivity-related objectives with the societal objectives of lifelong learning, the Wales Centre for Public Policy was asked to conduct an evidence review into lifelong learning. This review aims to inform policy discussions and support the implementation of the Tertiary Education and Research (Wales) Bill published on 1st November 2021 which renews the emphasis on lifelong learning in Wales through the establishment of the Commission for Tertiary Education and Research (CTER). The report is structured around key areas of lifelong learning: the context in which it takes place; lifelong learning in visions and strategies; rights and entitlements to lifelong learning; the need to strike the balance between targeting and universal provision; barriers to learning; balancing the economic and social objectives; the roles and responsibilities of different stakeholders and lifelong learning governance structures; effective forms of support for learning institutions; and comparing lifelong learning in Wales with other parts of the UK. The report concludes with a set of consolidated recommendations to the Welsh Government.
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Middlehurst, Robin, and Steve Woodfield. The Role of Transnational, Private, and For-Profit Provision in Meeting Global Demand for Tertiary Education: Mapping, Regulation and Impact. Commonwealth of Learning (COL), 2004. http://dx.doi.org/10.56059/11599/241.

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This is a report of a first-stage project sponsored by UNESCO and the Commonwealth of Learning to map the extent, range, and impact of transnational, private, and for-profit tertiary education provision in a sample of countries. The data, collected from readily available public sources and verified by in-country experts, was first used to create country case studies for Jamaica, Bangladesh, Malaysia, and Bulgaria. A summary report was then produced that drew comparisons across countries in relation to five topics: overviews of each country; national education systems and policies; regulatory frameworks, accreditation, and quality assurance; transnational, private, and for-profit provision; and local perceptions of impact. The summary report also provides a comparative analysis across countries, with reference to the wider literature, and draws out a series of policy implications from the study for governments, institutions, and agencies, both national and international.
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Hammond, Kay, and Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.12017.

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Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for a successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student feedback revealed valuable insight into two major social challenges when interacting online: trust and difficulties with peer-teaching. Recommendations are made regarding these social challenges that should be considered by educators aiming to use a wiki or other collaborative online learning and teaching spaces for entry-level education.
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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.
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Caribbean Tertiary Institutions and the Impact of the COVID-19 Pandemic. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003341.

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The COVID-19 pandemic forced the closure of schools across the Caribbean, including tertiary institutions. Colleges and universities turned to digital solutions and modified their pedagogy in order to sustain continuity of learning. Other adaptations like flexible payment schemes were made to allow students to stay enrolled. The University of West Indies CCEP and CLRI and the IDB co-hosted a conversation titled “Caribbean Tertiary Institutions and the Impact of the COVID-19 Pandemic,” which sought to explore how tertiary institutions were coping with the impact of the COVID-19 pandemic. The conversation focused on the most prominent challenges and what measures the institutions had taken to deal with them, what they felt they had done well in adapting, and how sustainable they deemed those measures in supporting their operations in the medium to long term. A follow-up meeting was held with several students from UWI to further explore how they had been impacted. This publication shares the responses to these questions, offers lessons learned and outlines next steps for the Caribbean Tertiary Institutions and the IDB.
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