Search Results (7)

Quality assurance in higher education increasingly depends on the capacity of institutions to transform stakeholder engagement into usable evidence for decision-making and continuous improvement. Among external stakeholders, alumni represent a potentially strategic but underutilized source of information on the relevance of training processes and their alignment with professional trajectories. However, the existence of alumni engagement does not guarantee its integration into formal quality assurance systems. This study analyzes how an institutional alumni management model is designed to articulate graduate engagement with internal quality assurance processes. Adopting a qualitative case study approach based on documentary analysis, the research examines the organizational architecture of a Chilean university, focusing on the mechanisms through which alumni participation is expected to be translated into evidence for academic decision-making. The findings show that the model combines strong relational infrastructures with emerging mechanisms for data capture and circulation. However, the institutionalization of processes for interpreting and using evidence remains less developed, revealing an asymmetry between participation, data production, and decision-making. Based on these results, the study conceptualizes alumni integration into quality assurance as a multi-stage process involving participation, data capture, circulation, and use, highlighting the organizational conditions required for each stage. The study contributes by proposing a process model of institutional translation that identifies the organizational breakdowns through which alumni engagement may remain disconnected from formal quality assurance processes. In doing so, it shows that the effectiveness of quality assurance systems depends not on the availability of data alone, but on the governance arrangements that enable evidence to be interpreted, circulated, and used. Full article

As Villanova University students navigate campus life, ghost stories tied to specific buildings, paths, and rituals circulate as grassroots spatial narratives. This article argues that these stories involving haunted halls, underground tunnels, and ritualized practices surrounding seals, arches, and fountains, function as forms of Radical Placemaking, through which students collectively reinterpret, appropriate, and sometimes resist the university’s officially sanctioned spatial order. Drawing on 162 student testimonies collected in 2019, translated into Spanish, and analyzed using topic modeling, co-occurrence mapping, and GIS visualization, the study demonstrates how vernacular stories encode lived experiences, informal knowledge, and alternative claims to campus space. Nine thematic clusters emerge, organized into three narrative domains: supernatural encounters anchored to institutional buildings (including Alumni Hall’s Civil War history, the St. Mary’s nun legend, and Tolentine Hall hauntings), ritual and tradition practices that reinscribe or subvert formal authority (the Corr Chapel arch, the Driscoll Hall seal ritual, and student ceremonies), and hidden-space narratives that imagine infrastructures beyond official visibility (such as underground tunnels linking campus buildings). Analysis of narrative transmission reveals uneven power relations: institutional channels circulate curated traditions aligned with university identity. Peer networks and personal experiences generate counter-mappings that privilege exploration, embodiment, and affect. Villanova’s ghost stories constitute spatial perceptions that enable students to assert belonging, contest institutional narratives, and produce place through collective storytelling within an evolving and hierarchically governed campus landscape. Full article

This study investigates how service quality, emotional experience, and Environmental, Social, and Governance (ESG) practices jointly influence students’ behavioral intentions in higher education. Drawing from the SERVQUAL model, the Theory of Planned Behavior (TPB), and ESG-related frameworks, this research develops and empirically tests a comprehensive conceptual model using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). The study employed a stratified sampling strategy and collected 462 valid responses from university students across various disciplines, regions, and academic levels in Taiwan. The results reveal that both service quality and ESG practices significantly and positively impact students’ behavioral intentions, with emotional experience serving as a critical mediating variable. Service quality—characterized by responsiveness, reliability, assurance, empathy, and tangible resources—was found to shape students’ affective responses and loyalty behaviors, such as recommending the university and engaging in alumni activities. Likewise, ESG initiatives, such as green campus practices, community involvement, and transparent governance, enhanced students’ emotional attachment and behavioral support. Hierarchical regression analysis, conducted alongside SEM, confirmed the robustness of the model and further highlighted demographic variations. This study contributes to the literature by integrating ESG principles into the higher education service quality framework and validating the mediating role of emotional experience. It provides both theoretical advancement and actionable insights for university administrators. Practical recommendations include enhancing frontline service delivery, embedding ESG practices into institutional culture, and designing emotionally engaging student experiences. The findings underscore the strategic value of adopting a holistic, value-based approach to educational quality management in fostering long-term student loyalty and institutional sustainability. Full article

Gender equality continues to be a global issue, with significant disparities in attention and action between developed and developing nations. Women, in particular, face unique challenges when transitioning from higher education (HE) to empowerment compared to their male counterparts. In many developing countries, barriers to accessing formal education are prevalent, while, in others, despite access to education, women struggle to leverage their learning for societal advancement. This paper adopts the development theory approach by exploring the role of gender equality in fostering sustainable development, emphasizing how women’s empowerment is integral to overall societal progress. This study focuses on Brazil, where, despite high levels of female educational attainment, women still encounter substantial obstacles in transforming their education into meaningful societal empowerment. These challenges include restricted freedom and mobility, deeply ingrained gender norms, violence and harassment, cultural and societal expectations, economic limitations, and family obligations. Survey data were collated from 192 students, alumni, and staff at three academic higher education (HE) institutions in Brazil, utilizing a range of descriptive and inferential statistical analyses to uncover the most significant barriers. This study concludes with policy recommendations aimed at various stakeholders, including government bodies, employers, and other organizations, to support a smoother transition for women from higher education to empowerment. These recommendations include improving workplace policies, enhancing legal protections, and promoting gender equality in leadership roles, all of which are essential to narrowing the gender gap in Brazil. Full article

Providing safely managed sanitation/hygiene requires key competencies for education, training, service delivery, enterprise development and management, product and infrastructure design and development, construction and installation, governance, financing, research, etc. These strategic sanitation capacities will have to be built from higher education’s academic and professional programmes structured and designed to produce skilled and knowledgeable professionals and practitioners. This study aims to investigate the quality of the sanitation/hygiene management content of Environmental Health programmes; the adequacy of the existing central curricula; and the perception of environmental health sanitation/hygiene-trained professionals to determine the next phase for building knowledge and capacity of sanitation professionals in Nigeria through higher education institutions. A multi-level mixed method concurrent study was used for sampling and data collection with a multi-level perception analysis to examine the perceptions of students, lecturers and graduate alumni, as well as employers/supervisors and clients/service users of sanitation/hygiene-related graduates. The main findings of this paper show a limited understanding of the concepts of contemporary issues of sanitation/hygiene management like sustainable sanitation, citywide inclusive sanitation, regenerative sanitation, circular bioeconomy, etc.; the central/national teaching and curricula were found to be seriously out of date; and clients/service users were dissatisfied with the skills and knowledge levels of the graduates. The study concludes by recommending a national sanitation management higher education pathway to guide the provision of integrated sanitation/hygiene management education at higher education institutions (HEIs), to build an effective, efficient, competent and sufficient workforce for the country. Full article

This paper analyzes the concept of think tanks and concludes that think tanks have three basic characteristics. Firstly, they are based on academic research, relatively independent operation, and aim to serve scientific decision-making. Taking Ivy League think tanks as an example, this paper provides a preliminary discussion of ways for think tanks to maintain the scientific nature of their research, maintain the independence of their operations, and disseminate research results to enhance their influence. It covers institutional mission, research team construction, institutional governance, fundraising, achievements and activities, and alumni networks. This paper proposes a framework of university think tank generation paths associated with the essential characteristics of think tanks. The paper points out that, as a research consulting organization grown out of universities, university think tanks must maintain the scientific nature and independence of research while providing support and services for decision-making. Only in this way can they truly serve scientific and democratic decision-making, gain the trust of the public and have a real lasting influence. Full article

In the 21st century, sustainability and indicators of world-class universities have come within the scope of an academic cottage industry. The complex problem of university sustainability implies a big challenge for countries and educators to implement important strategies in an integrated and comprehensive way. This paper highlights and analyzes the sustainability indicators of universities included as newly formed world-class universities (NFWCUs) in the top 100 from 2010 and 2018. The integration of three global ranking scales—the Academic Ranking of World Universities (ARWU), the Quacquarelli–Symonds World University Ranking (QS) and the Times Higher Education World University Rankings (THEs)—allows us to minimize the impact of the methodology used. This study integrates regression analysis by using statistical grouping, case studies and normative analysis. Our principal findings are as follows: among the commonly ranked top 100 universities in 2018, the ARWU, QS and THE counted 57, compared with 47 in 2010. Thus, comparing 2010 and 2018 shows that 44 of the universities appeared simultaneously in ARWU, QS and THE rankings and maintained a sustainable position in any ranking system in the family of top 100 groups. Three lower-ranked NFWCUs in the hybrid list for 2010 lost their ranking and did not appear in the group of top 100 universities in 2018, which are covered by some catch-up and young universities. The NFWCUs were from US, Australia, China, Singapore, Germany and Belgium. By systematic comparison, the US and UK continued to dominate the stability of NFWCUs in 2010 and 2018. The key sustainability indicators include a high concentration of talent, abundant resources to offer a rich learning environment and conduct advanced research. Generally, the factors were negatively associated with ranking suggesting that a higher score result in top ranking and vice versa. Teaching, research, citation and international outlook were negatively correlated with THE ranking in 2018. Similarly, Alumni and PUB were negatively associated with ARWU ranking in 2018. All factors except international student ratio were significantly correlated in QS ranking either in 2010 or 2018, where negative association was observed. The significant contribution of our study is to highlight that for the sustainability of universities, it is necessary to have an increasing emphasis on the effectiveness and efficiency of government-supported research, stability of investments and more approaches to employ international initiatives. The results also confirm the appropriate governance, developing global students and place emphasis on science and technology as additional factors in the approaches of pathways to NFWCUs, with delivery of outstanding educational programs and comprehensive internationalization as a key indicator for performance improvement and global university ranking systems. Full article