Forthcoming and Online First Articles

International Journal of Higher Education and Sustainability

International Journal of Higher Education and Sustainability (IJHES)

Forthcoming articles have been peer-reviewed and accepted for publication but are pending final changes, are not yet published and may not appear here in their final order of publication until they are assigned to issues. Therefore, the content conforms to our standards but the presentation (e.g. typesetting and proof-reading) is not necessarily up to the Inderscience standard. Additionally, titles, authors, abstracts and keywords may change before publication. Articles will not be published until the final proofs are validated by their authors.

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International Journal of Higher Education and Sustainability (3 papers in press)

Regular Issues

  • Assessing the Effectiveness of Gender-Based Hiring Policies in Australian Public Universities' Workforce   Order a copy of this article
    by Alberto Boretti 
    Abstract: Evaluating policies based on outcomes, not intentions, is crucial. Some Australian universities have adopted gender-specific hiring policies, favoring female and gender-diverse candidates. This study evaluates the effectiveness of such policies at Melbourne's four largest universities, focusing on gender diversity. Workforce disclosures reveal nearly equal male and female executive representation, with no self-described executives. Female general staff outnumber males 1.5 to 1, and self-described staff increased from 0.23% to 0.44% between December 2021 and 2022. Self-described individuals comprise about 10% of Melbourne's potential workforce. Despite some roles lacking gender balance, male underrepresentation and marginalization of self-described individuals are noted. Prioritizing 2SLGBTQIA+ rights and gender balance with evidence-driven strategies is essential for a just society. Australian universities must focus earnestly on these areas.
    Keywords: Gender Equality; Gender Bias; Higher Education; Australian Population.
    DOI: 10.1504/IJHES.2024.10066302
     
  • Creativity and Entrepreneurship   Order a copy of this article
    by Pooja Singh 
    Abstract: The present study explores the entrepreneurial intentions of generation Z students and examines the relationship between entrepreneurial intentions and two entrepreneurial factors, creativity and perceived entrepreneurialism (PE), in entrepreneurial intentions (EI) formation. Using a sample of 301 valid responses from students of different higher education institutions, this study established that creativity, PE, and ESE positively affect students’ EI. The result shows that the student’s creativity is related to EI after adding the mediating effect of entrepreneurial self-efficacy (ESE) is also positively significant, and the effect of students’ PE related to EI after adding the mediating effect of ESE is also positively significant. The study’s findings provide practical implications for academic institutions, governing bodies, and policymakers in India. Furthermore, they should build a healthy entrepreneurial ecosystem with adequate infrastructure, social support structures, and a culture that supports and enhances students’ creativity, self-efficacy, and intention to become entrepreneurs.
    Keywords: creativity; perceived entrepreneurialism; self-efficacy; entrepreneurial intention; academic institutions.
    DOI: 10.1504/IJHES.2024.10067126
     
  • Hybrid teaching of Decision Support Systems in South Africa   Order a copy of this article
    by Annette Van Der Merwe  
    Abstract: The COVID-19 pandemic has led to a global shift from traditional face-to-face education to online learning. While online teaching has benefits such as flexibility and enhanced collaboration, it still faces challenges related to accessibility and equity. This study examines the transition from emergency online teaching of decision support systems to a hybrid approach in tertiary institutions in South Africa. A design-based research methodology was implemented by assessing the existing pedagogical content, developing an online course framework, and implementing, modifying and evaluating it in a new hybrid approach in an exit-level class of a bachelor’s qualification. Temporal learning analysis was conducted to evaluate the effectiveness of the evolving educational approach over time. Key findings showed an improvement in student participation, a decrease in perceived dishonesty despite increased communication on social media, and a gradual improvement in academic performance. The study contributes to the evolving South African tertiary education environment by proving that mathematically based programs can be presented in a hybrid format despite economic and political differences.
    Keywords: decision support systems; DSS; hybrid teaching and learning; individualised paper generation system; IPGS; temporal learning analytics; South Africa.
    DOI: 10.1504/IJHES.2024.10067127
     

 

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