The purpose of this research study is to explore the perceptions of teachers in private and public higher education institutions about Teaching Excellence in an Arab country, more specifically Lebanon. Teachers’ perceptions are explored in terms of Skelton’s (2005) four Understandings of Teaching Excellence, which form the theoretical framework that guides this research study. These four Understandings are the Traditional, Psychologized, Performative, and Critical understandings of Teaching Excellence. To fulfill the purpose of this research study, the researcher adopted an interpretive-qualitative approach, using in-depth, semi-structured interviews as the sole means of data collection. Accordingly, participant teachers were selected from five higher education institutions, four private and one public, and interviewed on a one-on-one basis. The adoption of a qualitative approach allowed the researcher to explore faculty members’ perceptions of teaching excellence and the means through which they think it can best be attained. The use of in-depth interviews was an effective research method since the participant interviewees, as adults and educators, have the courage and ability to speak up, express their thoughts, identify the challenges they face in teaching, and communicate their ideas freely (Creswell, 2012). Moreover, interviews gave the researcher the opportunity to hear the perceptions and views of faculty members about teaching excellence one at a time, explicitly, and in their own words (Lichtman, 2006; Wildy, &Wallace, 1998). The findings of this research study reveal that the teachers in the selected higher education institutions hold Psychologized and Performative Understandings of teaching excellence. Therefore, it can be concluded that the teachers’ perceptions of Teaching Excellence belong to more than one of Skelton’s four Understandings of Teaching Excellence. Accordingly, the researcher suggests formulating a new Understanding of Teaching Excellence, the Psycho-performative Understanding, to describe the perceptions of teachers in higher education institutions in Lebanon.

This study explores the understanding of academics, and students around Flexible Learning degrees in relation to pedagogy, and the implications of these perspectives for the design of effective Flexible Learning curriculum. It adopted an evaluation research methodology to investigate the Flexible Learning degrees in Computing offered at the Institution where I work during the years 2008-2010. Using open ended questionnaires, interviews and a reflective journal, data were gathered on participant perspectives on the following key areas of research interest: concepts of Flexible Learning; the Flexible Learning environment; the role of the tutor/ lecturer; the role of the learner; availability of information, resources and services; concepts of learning and the learning process. Questionnaire data and interviews were analysed using qualitative analysis to identify conceptual categories and the findings were further supported and explored by the reflective writing where personal observations were recorded, in addition to the literature. The main conclusions of the study were that: (1) learning is central to the way the Institution provides resources; (2) the design of a Flexible Learning environment influences student learning; (3) student progress depends largely on the lecturer and the feedback provided; and (4) the structure of a Flexible Learning degree must promote employability. The conclusions of the study are related to both the academics and the students. It is agreeable throughout the research that Flexible Learning requires highly motivated academics and students. With the tuition fees going up, active engagement in learning is highly encouraged in Higher Education. Flexible Learning degrees was the start of a new era in teaching and learning. The findings and successes of this project, are now applied to the whole institution that moved towards Flexible Learning in September 2015.

In a competitive environment for good quality prospective students, where academic institutions are under pressure to develop employable graduates, quality of education has become a crucial differentiator. Therefore, institutions need to focus on the way they manage the quality of their processes in order to remain competitive in the business of education. Although the literature review shows several approaches have been adopted to improve quality in higher education, there is still no agreement on how best to apply quality within Higher Education Institutions. Hence, the main motivation for this research was to be able to improve the quality of educational processes. This research begins by exploring how business process modelling techniques can be transferred to educational processes. A mixture of hard and soft modelling techniques was used and findings were analysed, both with respect to the utility of techniques and the process improvement itself. A 'novel' hybrid Role Activity Diagrams (RADs) – Soft Systems Model (SSM) – Rich Picture was proposed and applied to the student journey process. However, even though the integrated model was useful in uncovering process issues, it did not always support innovative solutions for change nor did it help in deciding which solutions fit best with the organisational context. Therefore, a fusion method combining modelling, improvement alternatives and organisational context was proposed. The fusion method provides guidance to the nature of improvements that are suitable for a given context. While process modelling provides detailed process description, alternative improvements will enable the discovery of better solutions. Finally, determining the suitability of different improvements can be identified by matching those improvements to organisational context which will enable institutions to derive changes according to their capabilities. It would enable HEIs to have a development strategy that leads to continuous improvement. As a result, it would enable institution to being able to provide and then maintain high quality processes and in turn student satisfaction.

Higher Education has seen a dramatic increase in the use of information and communication technologies in recent years. Universities around the world have built complex infrastructures implementing local networks, wireless networks, cloud services and virtual learning environments. The term “ubiquitous connectivity” identifies the increased time- and space-independent accessibility to people, information and services allowed by the development of technological infrastructures and devices. Evidence shows that Higher Education institutions tend to focus on the benefits of ubiquitous connectivity, while underestimating the actual impact that new technologies have on learners’ experiences and well-being. The main aim of this qualitative research was to address the gap in the literature by investigating highs and lows of students’ experiences with new technologies and ubiquitous connectivity concerning university-related activities; the study was thus able to identify how these technological advances affect students’ day-to-day social and psychological life and consequent well-being. The methodology adopted was constructivist grounded theory which enabled a theory to be built through the data collected. Eighty-eight students from a British University were involved in the research (72 on-campus and 16 online students), using a variety of methods including: a qualitative survey, semi-structured interviews and focus groups. Also, data were collected from 16 on-campus and online academic and professional support staff members from the same university using semi-structured interviews. The data analysis suggests that new technologies and ubiquitous connectivity can help students to experience a sense of ease, freedom, engagement, and security in their daily activities. These four elements were identified as positively connected to students’ well-being and linked to the satisfaction of their psychological needs. However, students’ well-being seems negatively affected by their struggles in coping with the ubiquitous availability of resources. Three main categories were identified in relation to students’ difficulties: managing information availability, managing communication and managing expectations regarding reliability of technology, quality of materials and quality of support. The results of the grounded theory process are discussed in the light of the literature in this field, and are compared to existing well-being and need theories. The original contribution to knowledge of this research is twofold. A methodological contribution was provided by using constructivist grounded theory as an inductive approach to investigate students’ well-being in technology-mediated learning environments. A theoretical contribution was offered by using the results to generate a model of students’ well-being in relation to the use of new technologies and ubiquitous connectivity.

In an increasingly competitive environment, with reduced government funding, full fee-paying international students are an important source of revenue for higher education institutions (HEIs). Although many previous studies have focused on the role of English language proficiency on academic success, there is little known about the extent to which levels of English language proficiency affect these non-native English speaking students’ overall course experience. There have been a wealth of studies considering the importance of adaptation to these students' academic success, but few studies on the relationship between adaptation and course satisfaction. Student satisfaction and loyalty behaviours have also been established as the main consequences of students' study experiences, with important strategic implications for HEIs as students become ever more discerning in their choice of institution. Although some higher education research has focused on the antecedents to student satisfaction and loyalty, this is an under-researched area, particularly in relation to international students. These gaps in the research were addressed through the development of a structural path model to test the influence of English language proficiency on desired institutional outcomes of satisfaction and loyalty, and the extent to which international students’ successful adaptation to their academic, social and cultural environments affects those desired outcomes. The moderating influence of a number of pre-entry attributes were also considered on the path relationships. Nine hypotheses were posited and tested with data collected from a survey conducted on 135 Masters students in one UK business school. Results were first subjected to factor analysis before the hypothesised model was tested with a structural equation modelling approach using AMOS software. The findings support five of the hypotheses, providing empirical evidence that English language proficiency plays a significant role in international students’ satisfaction with their course experience, as mediated by academic and social adaptation. Loyalty intentions are also indirectly affected by English language proficiency through satisfaction. In addition, results confirm that there are differences in the relational paths between international students who complete a pre-sessional course compared to direct entrants, and between collectivist and individualist cultural groups. This study gives important insights into the influence of English language proficiency on student satisfaction and loyalty. Gaining a more comprehensive knowledge of the dimensions which are important to postgraduates, both international and from the UK, is important for HEIs to continue to pursue a competitive advantage. In particular, by understanding the drivers of international students’ satisfaction and loyalty, HEIs will be in a much better position to develop strategies which promote and foster loyalty behaviours, which are so important in generating future revenue opportunities.

e-learning means the use of information and communications technology and the inclusion of the internet in teaching and learning, e-learning enhances the learning process by offering a different way of delivering education. Colleges and universities are using e-learning to make learning more accessible and efficient. It affords students of all ages and abilities the chance to learn anywhere, at any time and at their own pace. Despite the importance of e-learning in Higher Education (HE) and human development in Libya, implementation of e-learning is facing a number of challenges in Libyan universities. Those challenges can be summarized as follows: leadership support; strategy; ICT infrastructure; culture; instructors and learners, and technical expertise. This research aims to identify the factors affecting the implementation of e-learning in HE in Libya The main aim of this research is to identify and analyse the factors that affect the implementation of e-learning in HE in Libya. In order to achieve the research aim, four objectives have been accomplished. This research has adopted a phenomenological philosophy and has used multiple case studies as a research strategy. Two case study organisations were selected from Libyan Public Universities. The relevant data was collected using different sources of evidence such as semi-structured interviews, documentation, and direct observations. In this research, the NVivo software version 7 and Explanation Building Methods were employed to analyse the collected data. The research process allowed the researcher to combine those factors that were consistent with the literature and also some factors emerging from the empirical work. Thereafter, the framework for the study, developed and adopted in the light ofthe research findings, and was utilised to develop an implementation e-learning framework in Libyan HE The following contributions to knowledge have emerged from this research. The research provides specific original findings which include: absence of strategy; poor communications skills which encompass poor knowledge of English Language among staff members and poor knowledge of computer literacy especially among old-generation staff members; and the UN embargo against Libya. These factors have not been identified in any of the previous literature. In addition, the findings of this research strengthen the existing literature on e- learning in HE and reduce the gap in knowledge applying to Libyan studies, and will help the Libyan HE Ministry and University's Colleges to determine a procedure for e-learning implementation.

Changes in the higher education sector have forced private universities in Germany to reflect how they can best compete in the market, attract students, find their market niche and differ-entiate themselves from similar institutions. The recruitment of students at private universities is particularly difficult. This study explores which factors influence their selection and evalua-tion process. In order to better understand students’ expectations and experiences, the study compares the selection criteria of students at state and private universities. The results indicate the criteria which are relevant for students for and after enrollment at state and private univer-sities in Germany. Undergraduate students have often unrealistic expectations and therefore are often disappointed about their chosen university. The analysis of private university stu-dents’ selection criteria is important, as marketers can specifically develop and address their expectations and needs. The study reveals that different types of students apply different crite-ria for selecting and evaluating private universities. Based on an empirical study of 152 stu-dents at one state and one private university in Hamburg, the thesis shows similarities and dif-ferences between the selection and evaluation phases and between the two types of higher ed-ucation institutions. The statistical outcomes are based on a descriptive, a bivariate, an explor-ative factor and multivariate regression analysis. The developed conceptual recruitment and marketing model will support recruitment strategies at private universities. The study derives important implications for strategic marketing and management activities and student satisfac-tion management of higher education institutions in Germany. Moreover, recommendations for future studies are outlined. The expectations and experiences of students have not been analysed in depth at private universities in Germany. Data or studies which analyses the stu-dents selection and evaluation process and determine different types of students are missing for German private universities. Furthermore, reliable studies which also compare the selec-tion process for private and state universities in Germany are missing. Thus, the study helps to fill this important gap. Secondly, and on a practical nature, it is hoped that the study will pro-vide higher education practicioners with empirical evidence that can be used in future re-cruitment strategies.

This thesis describes a case study which was designed to evaluate data derived from an analysis of a critical incident at Nene College of Higher Education. The purpose of the case study is to assess whether there is any evidence derived from the analysis of the data emanating from the critical incident to indicate (1) that some or all theoretical models of educational management existed in practice in a Higher Education Institution (HEI), and (2) that one or more theoretical models of educational management in that HEI may dominate in practice. In addition, the case study results are used to respond to research questions relating to organisational goals and culture as well as the influence of the external and internal environment upon the members of College staff involved in the critical incident. The results are also used to examine the likelihood of particular theoretical models of educational management being more or less dominant at different levels of the College's hierarchy and provides the evidence against which a new comprehensive model integrating five theoretical models of educational management can be evaluated. The thesis concludes that formal, collegial, ambiguity, political and cultural models were in evidence throughout the critical incident, although formal, collegial and cultural models tended to dominate across all organisational hierarchical levels. The external environment played a key contextual role in the process of the incident response, and the clarity of the organisation's goals and the positive subscription to those goals of staff interviewed was significant in overcoming the problems posed by the critical incident. In addition, the results indicated that the College's culture was a powerful factor in determining the manner in which the critical incident was handled. As a consequence, a new comprehensive model of educational management has been developed which included the cultural model as a variable.

This thesis examines the experience of students in higher education and investigates the relationship between concepts of approach to learning, cognitive style and personality. In March 1993 Entwistle and Ramsden's (1983) Lancaster Approaches to Studying Inventory and Saville and Holdsworth's (1990) Concept 5.2 Occupational Personality Questionnaire were administered to 378 first year undergraduate students from all subject disciplines at the University of Leicester. 311 of these participants returned to resit the tests one year later in 1994, and 116 also returned in 1995 to sit the tests for a third time. The data-set yielded through this core methodology was factor analysed in order to establish a conceptual framework which could be used to assess the determinants of deep and surface approaches to learning, and holist and serialist learning styles. Differences in learning characteristics between male and female students, mature and non-mature students and students of different subject disciplines were investigated and the development of these characteristics over three years was charted. In addition, the academic performance of the students was recorded and correlated with each of the personality and learning characteristics tested. A consistent and conceptually useful eleven-factor model emerged which was used to inform all subsequent analysis. The findings suggest that in the first year of study, cognitive style is strongly linked to personality and only marginally related to approach to learning, but that over time approach to learning becomes associated with aspects of both cognitive style and personality, in particular conscientiousness, ambitiousness and abstract/holist orientation. The results also show that arts and science, and male and female students differ significantly in their respective cognitive styles and that mature students are more likely to seek meaning in their work than non-mature students. In addition, it was found that the personality trait 'conscientious' was highly predictive of academic performance at both first year and final degree levels. The theoretical and practical implications of these findings are discussed in terms of both cognitive theory and educational policy and practice.

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