Latest Research News on University Education : Mar 2022

Students’ Perceptions of E‐learning in University Education

This paper examines students’ perceptions of e‐learning taking students at Jönköping University in Sweden as an example. The students had experiences from two years of e‐learning on campus. Students (n = 150) filled in a questionnaire with closed as well as open‐ended questions. The answers were analysed in a multiple regression analysis, putting the students’ perceptions in relation to gender, age, previous knowledge of computers, attitudes to new technology, learning styles and the way of implementing e‐learning at the university. Advantages and disadvantages of e‐leaming were categorized in a qualitative content analysis. The main conclusion from the study was that the strategy of implementing the e‐leaming system at the university was more important in influencing students’ perceptions than the individual background variables. Students did not regard access to e‐learning on campus as a benefit. Male students, students with previous knowledge of computers and students with positive attitudes to new technologies were all less positive to e‐leaming on campus than other students. [1]

Linking student satisfaction and service quality perceptions: the case of university education

Suggests that, despite hundreds of publications on consumer satisfaction and service quality, little work has been done to clarify the conceptual basis of these constructs; theorists in the area of service quality argue that the popular press does not differentiate between these two constructs. Clarifies the relationship between consumer satisfaction and perceived service quality using a scenario specific to higher education. Also suggests a model of perceived service quality that could be used in higher education institutions. Discusses conceptual and managerial implications of the findings.[2]

Managing the Academics: Commodification and Control in the Development of University Education in the U.K.

The paper analyzes a number of major developments in higher education in the U.K during the past decade or so. It explores the connection between changes in the organization and control of academic labor processes (e.g., teaching, administration, and research) and pressures exerted by the dynamics of capitalist development to commodify and control the work of academics. The first section considers the relevance of labor process analysis for understanding these changes. Attention is then paid to the historical development of academic work and, in particular, to the role played by the University Grants Council in providing academics with a significant measure of protection from commodifying pressures. In the remaining sections of the paper, the focus is upon major developments of the past decade or so: (i) the context, character and impact of the 1981 cuts in university expenditure, (ii) the research selectivity exercises of 1986, 1989, and 1992, and (iii) the work of the CVCP’s Academic Audit Unit. A central theme of the paper is that the commodification of academic labor and the managerial control of academic work results from politico-economic pressures to demonstrate that funds are being directed in ways that are ostensibly congruent with the commodifying logic and priorities of capitalism.[3]

Some Research Perspectives on Entrepreneurship Education, Enterprise Education and Education for Small Business Management: A Ten-Year Literature Review

GARY GORMAN IS AN ASSOCIATE DEAN AND associate professor and Dennis Hanlon an assistant professor at the Faculty of Business Administration, Memorial University ofNewfoundland, Canada, and Wayne King is director of the P. J. Gardiner Institute for Small Business Studies as well as an assistant professor at Memorial University of Newfoundland. This paper reviews the literature in the areas of entrepreneurship education, enterprise education and education for small business management. The review covers the period from 1985 to 1994 inclusive and is limited to mainstream journals that focus on entrepreneurship and small business. Theoretical and empirical papers are examined from the perspective of content and market focus. The paper also suggests directions for future research.[4]


The article reviews the evidence on the role of education in economic development, with emphasis on issues that have appeared in the literature in the past two decades: the contribution of education to economic growth, the screening hypothesis, the segmentation of the labour market, the return to investment in schooling, and the effects of education on unemployment and income distribution. It concludes with an optimistic assessment of the contribution of educational investment to the development process, especially when such investment is targeted to primary schooling, general education, and improvements in the quality of instruction and when it is accompanied by cost-recovery at the higher levels of education.[5]


[1] Keller, C. and Cernerud, L., 2002. Students’ perceptions of e‐learning in university education. Journal of Educational Media, 27(1-2), pp.55-67.

[2] Athiyaman, A., 1997. Linking student satisfaction and service quality perceptions: the case of university education. European journal of marketing.

[3] Willmott, H., 1995. Managing the academics: Commodification and control in the development of university education in the UK. Human relations, 48(9), pp.993-1027.

[4] Gorman, G., Hanlon, D. and King, W., 1997. Some research perspectives on entrepreneurship education, enterprise education and education for small business management: a ten-year literature review. International small business journal, 15(3), pp.56-77.

[5] Psacharopoulos, G., 1988. Education and development: A review. The World Bank Research Observer, 3(1), pp.99-116.


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