The purpose of this paper is to explore and encapsulate the enablers that can facilitate education for sustainable development in higher education (HE). The study also aims to…
Abstract
Purpose
The purpose of this paper is to explore and encapsulate the enablers that can facilitate education for sustainable development in higher education (HE). The study also aims to understand the interdependence between the enablers.
Design/methodology/approach
The study adopts the total interpretive structural modelling approach to comprehend the interaction and transitivity between the enablers. Cross-impact multiplication matrix analysis was applied to rank the enablers and classify them on the basis of the driving and dependence power into dependent, autonomous, independent and linkage enablers.
Findings
An extensive literature review and expert opinion helped in identifying 10 enablers that can promote sustainability in higher education. The structural model revealed government policies, media, accreditation/sustainability audit, sustainability leadership and institutional commitment as the crucial enablers that can drive sustainability and activate the enablers with high dependence and low driving power.
Practical implications
The results of this study will assist the policymakers and management of universities and colleges in understanding important factors that can facilitate sustainability in higher education. Universities and colleges to incorporate sustainability in their system need to transform not only the core higher education activities of learning and teaching, research and engagement, also the way the colleges operate its culture, governance, structure and how it supports the staff and students.
Originality/value
So far, research on sustainability in higher education has looked into each factor in isolation. This research provides a comprehensive view of the factors and has attempted to establish a multidirectional interplay between factors facilitating sustainability in higher education (SHE).
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The purpose of this paper is to explore and encapsulate the enablers that can facilitate agility in faculty members of engineering institutions. The paper also aims to conduct a…
Abstract
Purpose
The purpose of this paper is to explore and encapsulate the enablers that can facilitate agility in faculty members of engineering institutions. The paper also aims to conduct a prelim qualitative validation of the enablers and analyze the interplay between them using the total interpretive structural modeling (TISM) approach.
Design/methodology/approach
The study adopted the TISM approach to comprehend the interactions and transitivity between the enablers. Cross-impact multiplication matrix (MICMAC) analysis was applied to rank the enablers and classify them on the basis of the driving and dependence power into dependent, autonomous, independent and linkage enablers.
Findings
Extensive literature review and expert opinion helped identify 16 enablers that can promote workforce agility. The results indicate “management support” as the most crucial enabler. Rewards and recognition and employee empowerment were among the other enablers that have a high driving force. New capabilities, learning and innovation and the expanding role of faculty members were found to have high dependence power, which makes the enablers dependent on other enablers for activation.
Practical implications
The results of this study would assist the management of engineering colleges and universities to design, adopt and implement policies and practices that would facilitate agility in faculty members. Faculty members shoulder the responsibility of molding the future generation, and hence, it is important that they are competent enough to impart quality education. The policymakers should focus on policies and practices that leverage human resource potential and support an innovative climate that nurtures entrepreneurial activities in engineering institutions.
Originality/value
So far research on workforce agility has predominantly focused on the manufacturing sector. Despite the workforce (refers to faculty members here) being crucial in contributing to the progress of universities and colleges, very little work is done on how faculty members can be made agile. Application of the TISM method in identifying the variables that can facilitate faculty members' agility in engineering institutions in India is a new and original contribution to the literature on workforce agility.
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The purpose of this paper is to explore the factors that can facilitate agility in higher education and to analyze the interrelationship between the factors.
Abstract
Purpose
The purpose of this paper is to explore the factors that can facilitate agility in higher education and to analyze the interrelationship between the factors.
Design/methodology/approach
A structured model of factors facilitating agility in higher education was developed using total interpretive structural modeling (TISM). Cross-impact matrix multiplication (MICMAC) analysis helped in classifying the factors on the basis of their driving and dependency power.
Findings
An extensive literature review and expert opinion helped in identifying eight enablers that can promote agility in higher education. The ability to sense the environment, organizational structure, adoption of ICT, organizational learning, human resource strategies, leadership, readiness to change and collaboration with the stakeholders were the eight factors identified. The structural model revealed leadership as the most crucial enabler followed by human resource strategies and organizational structure.
Research limitations/implications
The model has incorporated and prioritized all the crucial drivers of agility that can help universities and colleges design, adopt and implement policies and practices that would facilitate agility.
Originality/value
So far, the research on agility in higher education has looked into each factor in isolation. This research provides a comprehensive list of the factors and establishes the interplay between the factors making this study new and original.
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Unsustainable actions have resulted in the deterioration of the environment. Higher education institutions are social entities responsible for developing future leaders who have…
Abstract
Purpose
Unsustainable actions have resulted in the deterioration of the environment. Higher education institutions are social entities responsible for developing future leaders who have the skills and abilities to solve societal challenges. This study aims to develop a conceptual assessment model of environmental sustainability in higher education and apply the model to test the environmental sustainability level of a higher education institution.
Design/methodology/approach
The fuzzy logic method is used to develop the conceptual model, and a higher education institution in India was selected for evaluating the environmental sustainability level.
Findings
The fuzzy environmental sustainability index for the higher education institution selected for the study was computed as (3.58, 4.95, 6.33). The computed value identifies the institution as “environmentally sustainable”. The calculation of the fuzzy performance importance index further helped in identifying weak attributes that need improvement.
Research limitations/implications
The result of this study would help the management understand their current environmental sustainability level and take corrective measures to improve the weak attributes. It would also assist the institution in reworking its processes and practices.
Originality/value
This study has contributed to the literature of environmental sustainability assessment by creating a conceptual model for evaluating environmental sustainability in higher education. This model can be applied to any higher education institution.
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The purpose of this study is two-fold. First, to identify and encapsulate the enablers that can facilitate technology integration in higher education and second, to understand and…
Abstract
Purpose
The purpose of this study is two-fold. First, to identify and encapsulate the enablers that can facilitate technology integration in higher education and second, to understand and analyze the interplay between technology agility enablers.
Design/methodology/approach
The study used the Total Interpretive Structural Modeling (TISM) approach to construct a theoretical model of the technology agility enablers in higher education and MICMAC analysis for ranking and segregating the enablers based on their dependence power into four categories: Autonomous, Dependent, Linkage and Independent.
Findings
The study helped identify eight technology agility enablers, with the Covid-19 pandemic as the most significant enabler. The Covid-19 pandemic has catalyzed the diffusion of technology across the education sector in India, including tertiary higher education. The study revealed government initiatives and institutional commitment as other enablers that can promote technology agility in higher education.
Practical implications
The results of this study would assist the policymakers and management of universities and colleges in understanding the important enablers that can facilitate technology integration in higher education.
Originality/value
Research in the past on technology adoption in higher education has looked into each enabler in isolation. This research provides a comprehensive view of the enablers and has attempted to establish a multidirectional interplay between the enablers.
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The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions…
Abstract
Purpose
The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs.
Design/methodology/approach
The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications.
Findings
This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance.
Practical implications
The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses.
Originality/value
The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.
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The higher education sector has been lately facing new challenges. The ease and speed with which the workforce adapts to these changes determine their agility level. This study…
Abstract
Purpose
The higher education sector has been lately facing new challenges. The ease and speed with which the workforce adapts to these changes determine their agility level. This study attempts to develop a conceptual model to measure workforce agility in higher education.
Design/methodology/approach
An extensive literature review revealed limited research on workforce agility assessment. This study addresses the research gap by developing a workforce agility assessment framework and testing the model in a higher education institution (HEI). The study applied the fuzzy logic method for the assessment.
Findings
The computed value of the fuzzy-workforce agility index (3.72, 5.27, 6.86) indicates that the HEI chosen for the assessment is Agile. The fuzzy performance importance index helped identify the six-weak attributes that require immediate attention and improvement.
Practical implications
The proposed framework would help the institution's management understand the current agility level of their workforce and take corrective actions to improve the identified weak attributes.
Originality/value
The study has contributed to the literature of workforce agility assessment by creating a conceptual model for evaluating workforce agility in higher education. This model can be applied to any HEI.
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Shalini Menon, M. Suresh and R. Raghu Raman
The study has a two-fold purpose: first, to identify the enablers of partnering agility in higher education, and, second, to analyze the interplay between the enablers.
Abstract
Purpose
The study has a two-fold purpose: first, to identify the enablers of partnering agility in higher education, and, second, to analyze the interplay between the enablers.
Design/methodology/approach
Total interpretive structural modelling (TISM) was used to construct a theoretical model of partnering agility enablers, and cross-impact matrix multiplication applied to classification (MICMAC) analysis was used to rank and segregate the enablers into independent, autonomous, dependent and linkage zones on the basis of their driving and dependence power.
Findings
The study helped in identifying eight enablers that can be instrumental in driving partnering agility in higher education. According to the TISM model, clarity on roles and responsibilities of partners was found to be the most crucial and vital enabler followed by resource sharing.
Practical implications
The conceptual model provides a new direction on how to develop and strengthen higher education partnerships. The model has prioritized all the crucial enablers that the management can work around in order to drive partnering agility in higher education institutions.
Originality/value
Studies in the past have majorly focused on academia–industry partnerships. This research has tried to provide a comprehensive view of the enablers and the multidirectional interplay between the enablers that can facilitate partnerships between academia and industry, Indian and international universities, and academia and community.
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India’s rapid economic growth has triggered a significant transformation in its logistics sector, fueled by comprehensive reforms and digital initiatives outlined in the National…
Abstract
Purpose
India’s rapid economic growth has triggered a significant transformation in its logistics sector, fueled by comprehensive reforms and digital initiatives outlined in the National Logistics Policy. Smart warehouses, equipped with cutting-edge technologies such as IoT, AI and automation, have taken center stage in this evolution. They play a pivotal role in India’s digital journey, revolutionizing supply chains, reducing costs and boosting productivity. This AI-driven transformation, in alignment with the “Digital India” campaign, positions India as a global logistics leader poised for success in the industry 4.0 era. In this context, this study highlights the significance of smart warehouses and their enablers in the broader context of supply chain and logistics.
Design/methodology/approach
This paper utilized the ISM technique to suggest a multi-tiered model for smart warehouse ecosystem enablers in India. Enablers are also graphically categorized by their influence and dependence via MICMAC analysis.
Findings
The study not only identifies the 17 key enablers fostering a viable ecosystem for smart warehouses in India but also categorizes them as linkage, autonomous, dependent and independent enablers.
Research limitations/implications
This research provides valuable insights for practitioners aiming to enhance technological infrastructure, reduce costs, minimize wastage and enhance productivity. Moreover, it addresses critical academic and research gaps contributing to the advancement of knowledge in this domain, thus paving the way forward for more research and learning in the field of smart warehouses.
Originality/value
The qualitative modeling is done by collecting experts' opinions using the ISM technique solicits substantial value to this research.
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Masoud Ramezani Nia and Sajjad Shokouhyar
The success of e-commerce websites depends on their effective communication and influence on their users. At first glance, the users are impressed by the website design and, if…
Abstract
Purpose
The success of e-commerce websites depends on their effective communication and influence on their users. At first glance, the users are impressed by the website design and, if inspired, they would continue their operations on the website. This paper aims to evaluate the effects of visual aesthetic of the Web pages on users’ behavior in online shopping environment. In particular, the paper aims to evaluate the elements of visual aesthetic on the organism variables (i.e. “satisfaction,” “arousal,” “perceived on-line service quality” and “trust”) and measure them on the users’ response (i.e. purchase, comparison and re-visit).
Design/methodology/approach
Using the stimulus–organism–response (S-O-R) framework, the authors first assessed direct and indirect effects of visual aesthetics of e-commerce websites on customer responses. Then, the Visual Aesthetics of Websites Inventory (VisAWI) method was used to examine the effects of four dimensions (i.e. craftsmanship, simplicity, diversity and colorfulness) on users’ perceived website aesthetics. To do so, DigiKala.com, a famous Iranian e-commerce website was selected and the questionnaires were distributed among its users.
Findings
The study results revealed that the website aesthetics in the S-O-R evaluation had the greatest direct impact on “perceived quality of online services,” “trust,” “satisfaction” and “arousal,” respectively. These variables also indirectly affected “shopping,” “revisit” and “comparison to similar products on other websites.” Regarding the evaluations based on the VisAWI, the component “craftsmanship” played the most central role in expressing the website aesthetics, followed by the variables “simplicity,” “diversity” and “colorfulness,” respectively.
Originality/value
Although the considerable effect of Web aesthetics on customers’ purchase behavior has been identified in previous research, it has not been accurately measured. Furthermore, studies on Web aesthetics are mostly limited to information systems’ users and do not concern consumers. Therefore, considering the increasing growth in online shopping and the significance of Web aesthetics to online consumers, investigating how consumers respond to Web aesthetics is of vital importance.