Tuning Journal for Higher Education https://tuningjournal.org/ <p>DOI: <a href="http://doi.org/10.18543/tjhe" target="_blank" rel="noopener">http://doi.org/10.18543/tjhe</a></p> <p>The <a href="http://tuningacademy.org/" target="_blank" rel="noopener">International&nbsp;Tuning Academy</a>&nbsp;(Tuning Academy, in short) as part of its mission to serve as an international meeting point for innovation and research in Higher Education has established the <em>Tuning Journal for Higher Education (TJHE)</em><span class="journal_data_title"><span class="journal_data_title"> (ISSN 2340-8170; e-ISSN 2386-3137).</span></span> The Journal is an Open Access publication that facilitates the individual and collaborative efforts of hundreds of international researchers who are working to develop innovative and sustainable higher education around the world. The Journal concentrates on the development of degree programmes and the challenges of their recognition, relevance and quality; as well as on teaching, learning and assessment strategies based on a student-centred approach.&nbsp;<br><br>The &nbsp;<em>Tuning Journal for Higher Education</em> is published online using the <a href="https://pkp.sfu.ca/software/ojs/" target="_blank" rel="noopener">Open Journal Systems (OJS)</a> software (<a href="https://pkp.sfu.ca/software/ojs/" target="_blank" rel="noopener">https://pkp.sfu.ca/software/ojs/</a>) that integrates the <a href="https://www.openarchives.org/" target="_blank" rel="noopener">Open Archive Initiative (OAI)</a> protocol (<a href="https://www.openarchives.org/" target="_blank" rel="noopener">https://www.openarchives.org/</a>) for greater dissemination and transmission of its contents&nbsp;on the internet (<a href="http://www.tuningjournal.org/oai" target="_blank" rel="noopener">http://www.tuningjournal.org/oai</a>).<br><br>Furthermore, the online publication of this journal using the OJS software guarantees free, secure, decentralized and permanent availability and preservation of its original digital contents through the <a href="https://pkp.sfu.ca/pkp-pn/" target="_blank" rel="noopener">PKP Preservation Network— PKP PN</a> (<a href="https://pkp.sfu.ca/pkp-pn/" target="_blank" rel="noopener">https://pkp.sfu.ca/pkp-pn/</a>).<br><br>The <em>Tuning Journal for Higher Education</em>&nbsp;is included in:&nbsp;<strong><a href="http://mjl.clarivate.com/cgi-bin/jrnlst/jlresults.cgi?PC=EX&amp;ISSN=*2340-8170" target="_blank" rel="noopener">ESCI (WoS)</a></strong><strong>, <a href="https://www.scopus.com/sourceid/21100898309" target="_blank" rel="noopener">Scopus</a>, <a href="https://www.tandfonline.com/action/aboutThisDatabase?show=publicationsCovered&amp;pubCode=era#letter-T" target="_blank" rel="noopener">ERA</a>, <a href="https://www.scimagojr.com/journalsearch.php?q=21100898309&amp;tip=sid&amp;clean=0" target="_blank" rel="noopener">Scimago Ranking</a>, <a href="https://eric.ed.gov/?q=source%3A%22Tuning+Journal+for+Higher+Education%22" target="_blank" rel="noopener">ERIC</a>, <a href="https://doaj.org/toc/2386-3137" target="_blank" rel="noopener">DOAJ</a>, </strong><a href="https://scholar.google.com/scholar?as_vis=1&amp;q=source:%22Tuning+Journal+for+Higher+Education%22&amp;hl=en&amp;as_sdt=1,5" target="_blank" rel="noopener"><strong>Google Scholar</strong></a>, <strong>&nbsp;<a href="https://academic.microsoft.com/" target="_blank" rel="noopener">Microsoft Academic</a>, </strong><strong><a href="https://dialnet.unirioja.es/servlet/revista?codigo=21329" target="_blank" rel="noopener">Dialnet</a>,&nbsp;</strong><strong><a href="https://www.accesoabierto.net/dulcinea/ficha3290" target="_blank" rel="noopener">Dulcinea</a>, <a href="http://miar.ub.edu/issn/2340-8170" target="_blank" rel="noopener">MIAR</a>,</strong><strong>&nbsp;</strong>and <a href="https://www.worldcat.org/title/tuning-journal-for-higher-education/oclc/1048176352&amp;referer=brief_results" target="_blank" rel="noopener"><strong>WorldCat</strong></a>.<br><br></p> University of Deusto en-US Tuning Journal for Higher Education 2340-8170 <p>Authors are required to sign and submit a copyright transfer agreement after acceptance but before publication of their manuscript. To that effect, they receive, from the Managing Editor of Tuning Journal for Higher Education, a standard copyright assignment form designed along the following lines:</p> <p><strong>1. Authorship:</strong></p> <p>The author who signs the copyright transfer agreement must be the sole creator of the work or legally acting on behalf of and with the full agreement of all the contributing authors.</p> <p><strong>2. Copyright and Code of conduct:</strong></p> <p>a) Authors warrant that their work is original; has not been previously copyrighted or published in any form; is not under consideration for publication elsewhere; its submission and publication do not violate <a href="/policies/ethical-guidelines">TJHE Ethical Guidelines for Publication</a><strong>&nbsp;</strong>and any codes (of conduct), privacy and confidentiality agreements, laws or any rights of any third party; and no publication payment by the Publisher (<a href="http://www.deusto.es/" target="_blank" rel="noopener">University of Deusto</a>) is required.</p> <p>b) Authors are solely liable for the consequences that may arise from third parties’ complaints about the submitted manuscript and its publication in Tuning Journal for Higher Education (TJHE).</p> <p>c) Authors grant to the Publisher the worldwide, sub-licensable, and royalty-free right to exploit the work in all forms and media of expression, now known or developed in the future, for educational and scholarly purposes.</p> <p>d) Authors retain the right to archive, present, display, distribute, develop, and republish their work (publisher's version)&nbsp;to progress their scientific career provided the original publication source (Tuning Journal) is acknowledged properly and in a way that does not suggest the Publisher endorses them or their use of the wortk.</p> <p>e) Authors warrant that no permissions or licences of any kind will be granted that might infringe the rights granted to the Publisher.</p> <p><strong>3. Users:</strong></p> <p>Tuning Journal for Higher Education is an Open Access publication.&nbsp;Its content is free for full and immediate access, reading, search, download, distribution and reuse&nbsp;in any medium or format only for non-commercial purposes and in compliance with any applicable copyright legislation, without prior permission from the Publisher or the author(s). In any case, proper acknowledgement of the original publication source must be made and any changes to the original work must be indicated clearly and in a manner that does not suggest the author’s and or Publisher’s endorsement whatsoever. Any other use of its content in any medium or format, now known or developed in the future, requires prior written permission of the copyright holder.</p> Editorial https://tuningjournal.org/article/view/3065 Mary Gobbi Copyright (c) 2024 University of Deusto 2024-05-23 2024-05-23 11 2 10.18543/tjhe.3065 Introduction https://tuningjournal.org/article/view/3066 <p>This Edition of the Journal comprises nine papers, of which six are concerned with strategic issues and /or the role and education of the academic teaching staff. The papers continue to reflect a varied range of participant countries both in terms of the authors, but perhaps more importantly the study sites (Europe, Czech Republic, Ghana, Kosovo, Malaysia, Mexico, Pakistan, Turkey, Ukraine, and Vietnam). Universities from both the state and private sector are represented, either through individual case studies or via large multi-site studies in subject areas, departments, or institutions. What we see in this edition is the extent to which transitions towards competence-based education, pace of technology adoption, staff preparedness, and student experience and perceptions impact upon students and teachers. This edition also provides some rich accounts of small-scale qualitative studies, included for their detailed outline of their respective methodologies. So, while the findings may not be generalisable with small samples, the methods used can be replicated to enable other institutions or similar contexts to engage in local based studies. We also need to recognise that not all degree programmes have large student populations, so finding strategies to evaluate and generate ideas for improvement is critical. Some papers have offered detailed reviews of the current evidence in the field related to the topic of interest. In contrast, larger studies demonstrate what can be achieved when transnational studies are examined for the underlying processes that can cross boundaries and provide exemplar models of good practice.</p> Mary Gobbi Copyright (c) 2024 University of Deusto 2024-05-23 2024-05-23 11 2 10.18543/tjhe.3066 Shifting perceptions and channelling commitment in higher education communities: How to grow a Quality Culture outside the lab https://tuningjournal.org/article/view/2829 <p>Drawing on the data collected via a European funded project with eleven higher education partners, the article proposes a five-stage working model which can be adopted in and adapted to different institutional contexts so as to shift perceptions, strengthen engagement and channel commitment with a view to developing the desired quality culture. The project explored ways in which quality in higher education was viewed and practised by three main stakeholder groups: students, academics and quality managers, referred to as three ‘quality circles’. It adopted a reflective approach to issues of quality based on grassroots discussion and cooperation between key, but in some cases disengaged, stakeholders in the quality process. The project designed, tried and tested a series of activities which demonstrated lasting impact. The analysis of the project data revealed a patterning, which, if organised sequentially, carries the potential to crystalise into an action model which may be replicated by individual higher education institutions in support of advancing towards the quality culture they might be striving for. This article highlights the building blocks of the model and explains practices which can underpin their successful implementation.</p> <p><strong>Received</strong>: 3 August 2023<br><strong>Accepted</strong>: 9 April 2024</p> Anca Greere Catherine Riley Copyright (c) 2024 University of Deusto 2024-05-31 2024-05-31 11 2 29 63 10.18543/tjhe.2829 The model of integration of higher education of Ukraine into the European Educational Area https://tuningjournal.org/article/view/2692 <p>The integration of Ukrainian higher education into the European educational area is a key condition for its reform and development. It provides for the activation of cooperation between Ukraine and the European Union in the field of higher education, harmonization of higher education systems, deepening of cooperation between higher education institutions of different countries, increasing the quality and importance of higher education in social processes, expanding the autonomy of universities and participation in academic mobility programs. The model of the European integration of higher education in Ukraine was developed. It can be used by other countries, taking into account the national features of their educational systems. The completeness of the adopted decisions and implemented measures regarding the modernization of the structure of higher education and the National Framework of Qualifications, the introduction of modern standards and educational programs, the principles and mechanisms of their development and implementation, compliance with European norms of organisation of educational process were studied and evaluated. The process of development the National Agency for Higher Education Quality Assurance as the key element of the quality system was analyzed. It has been established that all measures are carried out according to European practices and are consistent with the goals set by the Strategy for the Development of Higher Education in Ukraine in 2022-2032. These are significant steps towards improving the quality of Ukrainian higher education. It was determined that certain components of European integration are still in the process of implementation. It was emphasized that significant efforts will be required to rebuild Ukraine as a whole, to restore and develop higher education, in particular, in the postwar period in connection with the losses incurred because of the aggression of the Russian Federation.</p> <p><strong>Received</strong>: 14 February 2023<br><strong>Accepted</strong>: 20 April 2024</p> Oksana Melnyk Olena Dashkovska Vitalii Pogrebnyak Copyright (c) 2024 University of Deusto 2024-05-31 2024-05-31 11 2 65 89 10.18543/tjhe.2692 Service quality as the source of competitive advantage in higher education: The difference between students´ expectations and perceptions https://tuningjournal.org/article/view/2662 <p>The aim of this paper is to measure and compare the quality of services provided by higher education institutions in the Czech Republic and Vietnam. It is not the sheer volume of services offered, but their quality, which matters as a strategic tool enhancing the competitiveness in the tertiary education market. Feedback from student-clients is valuable to school management in their efforts to improve the services supplied. Samples of hundreds of students from the Czech Republic and Vietnam were involved in the research applying the SERVQUAL method. The five-dimensional questionnaire was administered, and the obtained data were analysed using descriptive statistics and t-test. The results show that Czech respondents are less satisfied with the service quality than their Vietnamese counterparts. In both countries, the quality perception in all dimensions was lower than expectations, the largest gaps being found in the Assurance dimension. Czech students placed the greatest emphasis on the Empathy factor, while their Vietnamese colleagues preferred the Tangibles dimension. To improve the quality of services, higher education institutions in the Czech Republic are advised to facilitate fast and unambiguous information transfer, ensuring comfort, security, and a supportive learning environment for students, with helpful staff willing to address their concerns.</p> <p><strong>Received</strong>: 3 January 2023<br><strong>Accepted</strong>: 28 November 2023</p> Renata Skýpalová Helena Chládková Chijioke Esogwa Nwachukwu Hieu Minh Vu Copyright (c) 2024 University of Deusto 2024-05-31 2024-05-31 11 2 91 116 10.18543/tjhe.2662 Competence-based teacher education programmes: Transitioning towards a paradigm shift or preserving the traditional? https://tuningjournal.org/article/view/2743 <p>Adapting teacher education programs to societal changes is a current issue, especially when viewed through the European frameworks driving transformative reforms. The paper reports how European frameworks and other initiatives in higher education and teacher education aim to support the transformation of teacher education programmes. Multiple European-level interventions have engendered shifts in the conceptual understanding and orientation of initial teacher education programmes across numerous contexts within Europe. The purpose of this paper was to examine the shift of teacher education programmes into competence-based in Kosovo, the youngest country in Europe, in the context of European frameworks as an impetus for transition. This qualitative research is a part of a broader study that involves analysing study programmes, conducting interviews with teacher educators and management staff, and holding focus groups with student-teachers. The goal is to explore the path of contextualizing European-inspired programme reforms in more detail. The findings show that Kosovo is shifting to a competence-based approach to align with EU integration, incorporating European principles for programme improvement. However, the study reveals a notable focus on maintaining programmes’ tradition. This leads to tensions and contradictions regarding programme tradition, EU integration goals, and actual implementation. The results provide valuable insights into the significance of educational context and the tacit knowledge of teacher educators and other stakeholders during programme reforms within the context of European initiatives.</p> <p><strong>Received</strong>: 29 April 2023<br><strong>Accepted</strong>: 13 January 2024</p> Fjolla Kacaniku Copyright (c) 2024 University of Deusto 2024-05-31 2024-05-31 11 2 117 161 10.18543/tjhe.2743 Faculty development to design effective online courses: Responding to requirements https://tuningjournal.org/article/view/2597 <p>Since the pandemic, the importance of faculty development has been taken much more attention and has gone from being an ‘expectation’ to a ‘requirement’. Therefore, universities have started to step toward faculty development, which is also necessary. A wide variety of professional learning activities has been used for faculty development purposes in universities, but the research examining its effectiveness is limited. Our goal is to investigate the experiences of faculty from diverse backgrounds regarding technology-based, high-quality professional development programs in terms of their effectiveness. The faculty working at a foundation university participated in high-quality professional development programmes implemented in this study. The data were collected through focus group interviews. Using a qualitative methodology, we have found that faculty improved their knowledge and skills in designing and teaching online courses, with some faculty even reporting active use of what they have learned in their class and finding it valuable and effective. Program features such as feedback, facilitation, and best examples are helpful for having faculty grow pedagogically. The faculty has demonstrated that they can participate in learning activities that are meaningful to them in their daily lives. For the professional development programmes designed for the faculty to be effective in future studies, it is recommended that the programmes should be designed in a meaningful way for the faculty.</p> <p><strong>Received</strong>: 3 November 2022<br><strong>Accepted</strong>: 5 February 2024</p> Kamil Arif Kırkıç Zehra Sedef Korkmaz Selçuk Doğan Ümran Yazıcılar Nalbantoğlu Sina Güzin Cengiz Copyright (c) 2024 University of Deusto 2024-05-31 2024-05-31 11 2 163 189 10.18543/tjhe.2597 Predictive role of psychological capital and perceived organizational support on innovative work behavior among higher education teachers of Pakistan https://tuningjournal.org/article/view/2715 <p>The current study aimed to determine the predictive role of Psychological Capital (PsyCap) and Perceived Organizational Support (POS) on Innovative Work Behavior (IWB) among higher education teachers of Pakistan. A sample of 200 higher education teachers was recruited from various private and public sector institutes across Pakistan. The analysis revealed significant relationship between psychological capital and innovative work behavior (r= .700); and; perceived organizational support and innovative work behavior (r= .305). Also, psychological capital and perceived organizational support were found to be strong predictors of innovative work behavior (R= .700). In conclusion, when teachers possess psychological capital as their personal resource and perceived organizational support as social resource at workplace; they are more likely to demonstrate innovation into their work behavior.</p> <p><strong>Received</strong>: 10 March 2023<br><strong>Accepted</strong>: 28 November 2023</p> Maria Wahid Nadia Ayub Copyright (c) 2024 University of Deusto 2024-05-31 2024-05-31 11 2 191 219 10.18543/tjhe.2715 Entrepreneurial intention development: The contribution of specialized entrepreneurship academic programs https://tuningjournal.org/article/view/2633 <p>Entrepreneurship Education (EE) programming is being developed at tertiary-level academic institutions, to develop the next generation of entrepreneurs. We collected data from undergraduate students from the Western region of Tecnológico de Monterrey in Mexico (N=25). The aim was to measure entrepreneurial intention by exposing the sample to a new educational structure that engages students in entrepreneurial activities. The Entrepreneurship program is highly specialized with a maximum of 25 students. This allows for students to receive individualized Monterrey is number 4 in The Princeton Review’s Top Undergraduate Schools for Entrepreneurship Ranking 2023. The school uses process-based approaches to EE. Guided by the Theory of Planned Behavior (TPB), we assessed changes in the students’ attitudes toward entrepreneurship, perceived behavioral control, and intentions to become an entrepreneur. Using a seven-point Likert scale, the data was collected using anonymous online links at two points during the semester: the beginning of the semester (T1) and the end of the 1st Period (T2). The data was analyzed with SPSS software and the Friedman Calculator. Our research findings indicate a high score at T1. There was a slight change at T2, but the change was not statistically significant. Consequently, we introduce and review other approaches to Entrepreneurship Education that might be more effective. Noteworthy is that the sample is immersed in an entrepreneurial university context, both within and outside the academic setting, which fosters a strong motivation among students to contribute societal value through entrepreneurial endeavors.</p> <p><strong>Received</strong>: 17 December 2022<br><strong>Accepted</strong>: 8 April 2024</p> Carolina Llorente-Portillo John Alver Dobson Niyan Kwame Omari Fraser Laura Gómez-Urquijo Copyright (c) 2024 University of Deusto 2024-05-31 2024-05-31 11 2 221 254 10.18543/tjhe.2633 Factors influencing international students’ perceived value and satisfaction at private universities in Malaysia https://tuningjournal.org/article/view/2592 <p>It is critical to investigate the major factors that influence the perceived value and satisfaction of international students in Malaysia, as the country has seen a decrease in international students since 2017 and strives to become an international education hub. This research aims to: (1) ascertain the level of satisfaction experienced by international students attending private universities (PrUs) in the Klang Valley; (2) identify factors and present a model that measures their influence on the perceived value and satisfaction of international students; and (3) propose policy recommendations to key stakeholders. An empirical study was conducted using a quantitative research methodology via physical survey using structured questionnaires. A total of 502 surveys from international students were collected from twelve private universities in the Klang Valley. The partial least squares structural equation modelling technique was employed to assess the measurement and structural model in validating the study model. Based on the empirical findings, the external environment, image, academic and non-academic constructs positively influence perceived value, which affects satisfaction. Results also confirm that the post-behavioural intentions of satisfied international students are word-of-mouth recommendations and loyalty. The results provided new perspectives on attracting and retaining international students to study in Malaysia. Theoretical, policy and practical implications are discussed.</p> <p><strong>Received</strong>: 31 October 2023<br><strong>Accepted</strong>: 6 February 2024</p> Pui Yee Chong Andrew Jia Yi Kam Siew Yean Tham Copyright (c) 2024 University of Deusto 2024-05-31 2024-05-31 11 2 255 334 10.18543/tjhe.2592 Global education: The need for innovative approach towards engaging intellectually brilliant students https://tuningjournal.org/article/view/2564 <p>Education is recognized as a universal vehicle for the transmission of values’ and ideas’ for the development of the complete individual in connection to society’s changing reality. High-quality education can help individuals develop their minds and help society transform economically, socially, and politically. The quality of education provided to such individuals brings out intellectually brilliant students who need to be engaged in a way that will help them utilize their intellectual abilities. What then are the needs of intellectually brilliant students in today’s education? To probe further, the study explores the innovative approach to achieve the intellectually brilliant students’ needs. A qualitative approach was adopted for the study. Ten intellectually brilliant students were studied as case studies. Semi-structured 45-minute focus groups/interviews were conducted with the selected students, resulting in a total of 10 interviewees. Intellectually brilliant students need worldwide technological collaboration to grow their intellectual abilities to meet the needs of the world in terms of human resources, food security, job creation, infrastructure development, and social stability. Field teachers need tolerance, effort, and time to assess their own sentiments toward intellectually brilliant students and come up with teaching goals with them. Intellectually brilliant students need worldwide technological collaboration to grow their intellectual abilities to meet the needs of the world in terms of human resources, food security, job creation, infrastructure development, and social stability.</p> <p><strong>Received</strong>: 21 September 2022<br><strong>Accepted</strong>: 20 April 2024</p> Isaac Atta Senior Ampofo Isaac Atta Junior Ampofo Copyright (c) 2024 University of Deusto 2024-05-31 2024-05-31 11 2 335 360 10.18543/tjhe.2564 Editors’ Acknowledgments https://tuningjournal.org/article/view/3067 Mary Gobbi Copyright (c) 2024 University of Deusto 2024-05-23 2024-05-23 11 2 10.18543/tjhe.3067