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Quality Improvement Plans (QIPs) play a pivotal role in advancing the performance and standards of Higher Education Institutions (HEIs) following the completion of CHE Institutional Audits and internal Programme Reviews Evaluations (PREs). This study explores the effectiveness of the QIP by investigating its impact across critical areas, including curriculum development, infrastructure, student-centred practices, innovation and entrepreneurship, government support, technology, and collaborations and partnerships. As higher education continues to evolve, the successful implementation of the QIP is vital for fostering academic excellence, institutional growth, and global competitiveness. This study addresses the following questions: What factors influence the success of QIP implementation in HEIs? How can QIP initiatives be optimised to achieve strategic goals? What are the measurable outcomes of these initiatives on institutional performance?

This study aims to empirically analyze the three key pillars of university financial sustainability—revenue-generating activities, good financial governance, and IT capabilities—with performance, age, and size as control variables. Using a survey method targeting private universities in Indonesia, data were collected from financial leadership representatives across 14 provinces, yielding 627 valid responses. The data were analyzed using structural equation modeling (SEM) to examine the relationships among variables. The results reveal significant positive effects of good financial governance on financial sustainability, IT capabilities on financial sustainability and revenue-generating activities on financial sustainability. Furthermore, revenue-generating activities have a strong positive impact on both good financial governance and IT capabilities. The analysis also identifies IT capability as a mediating variable between revenue-generating activities and financial sustainability, as well as between good financial governance and financial sustainability. These findings underscore the strategic role of technology-based governance in enhancing the financial resilience of higher education institutions. Accordingly, the study recommends strengthening the three pillars of financial sustainability—revenue diversification, sound governance practices, and robust IT capabilities—to ensure long-term institutional sustainability.

There has been intense scrutiny about the design and delivery of curricula in South Africa higher education institutions. Various policies and laws have been established to ensure that the South African higher education contributes to the transformation agenda of the nation. This study contributes to this debate by examining how the South African higher education policies contribute to the transformation of curriculum to meet contemporary socioeconomic needs. The study employs a systematic literature review to synthesise current evidence and adopts a morphogenetic approach to explore how existing frameworks, such as the Higher Education Act of 1997 and the White Paper for Post-School Education and Training (2014), have shaped the curriculum design and implementation processes in South African universities. The paper begins by discussing the internationalisation of higher education curricula and highlights the need for graduates to develop global competencies. It further examines the role of the South African internationalisation policy in preparing students for the global economy. The research also addresses how policy gaps, such as the inadequate focus on decolonisation and the lack of alignment with the Fourth Industrial Revolution (4IR), impact the effectiveness of curriculum transformation efforts. The findings reveal that despite numerous policy frameworks and strategic documents, there remains a disconnect between the goals of higher education policies and the practical realities of curriculum design and delivery. This disconnect contributes to the numerous challenges in the higher education sector, manifested through student protests and dissatisfaction with the relevance of academic programs. The paper concludes that a more nuanced approach to curriculum reform is necessary, one that bridges policy intentions with practical outcomes through continuous dialogue among universities, the government, and industry stakeholders.

One of six comprehensive universities in South Africa, the Walter Sisulu University (WSU) combines the best academic credentials from universities and technikons in an effort to effectively meet the socio-economic development needs of the nation, in the Eastern Cape Province, and the Buffalo City Metropolitan Municipality, Chris Hani Municipality, King Sabata Dalindyebo Municipality.  An institution of a new generation, the WSU is more than the sum of its parts. Its goal is to improve community potential through quality academic programs, research, and community engagement projects with a strong emphasis on involvement and sustainable development. This article considers the different successes and difficulties associated with the WSU rationalization and consolidation of faculties.  This theoretical article observes that the government started using rationalization and consolidation as a tool to reconfigure and reform the higher education sector. Rationalization and consolidation are nothing new, and several nations have used them to revamp or reorganize their higher education industries. The article provides literature debates and scholarly background on comparing the South African higher education sector's proposed rationalisation and consolidation to those of other nations' higher education sectors, however, would reveal the most ambitious reform program ever launched in recent memory. The conceptual paper adopts a thematic qualitative approach.  The primary wave of the mergers mandated by the government that happened in 2004 and 2005 was preceded by the 2002 merger of Walter Sisulu University.

Most higher education marketing theories have not explored student recruitment strategies for masters and doctorate qualifications, particularly in Africa. As a result, this study aims to explore student recruitment initiatives used by South African universities when recruiting students for masters and doctorate qualifications. A qualitative method of investigation was adopted to enable the researcher to judge the effectiveness of policies, practices or innovations in the recruitment of masters and doctorate students. Heterogeneous variation sampling was adopted to allow the researcher to compare university similarities and trends. Telephonic and face to face interviews were conducted to obtain information and opinions from research managers and marketing personnel regarding the recruitment of postgraduate students. Thematic analysis was employed to analyse qualitative data obtained during in-depth interviews. The findings indicate that university recruitment initiatives include individualised marketing and product differentiation. The availability of internal systems to encourage staff and current students to enrol for research degrees was also highlighted. University initiatives will ensure that suitable students are attracted to research masters and doctorate studies. With the university alumni, personnel and the internal students, the public universities can increase postgraduate enrolments.

This study aims to determine the influence of corporate governance on performance of Public Universities in Kenya. The study was anchored on social network theory. To achieve the objective, the study was based on a pragmatic philosophy and mixed research design with a target population of 234 University top managers. Primary data was collected using a 5 point Likert type questionnaire and an interview guide. Data was analyzed using descriptive and inferential statistics. Findings revealed that corporate governance had significantly statistical influence on performance of public universities in Kenya. This study concluded that adherence to good corporate governance practices are essential strategies Public Universities can use in their endeavour to improve on their performance. It is further recommended that University top managers should adhere to good corporate governance practices, specifically to management guidelines, allow for public participation and be transparent in their actions. Further, the results present important implications to University top managers, other corporate entities, policy makers, and stakeholders in the University education sector in Kenya and across the world.

In recent years the European countries have created a standard form for their Higher Education Systems, the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). In this paper, we have analyzed the levels of the Accreditation Process applied to the Higher Education Institutions (HEIs) in Kosovo and Albania, and the compliance to the ESG guidelines. Furthermore, throughout the entire paper, we have made a comparison of the standards of the Accreditation Process for the HEIs in Kosovo and Albania. In order to capture these stages, we have surveyed both the accreditation agencies and the HEIs in Kosovo and Albania. From this analysis, we came to the conclusion that the accreditation process in Kosovo and Albania for the HEIs are in compliance to the ESG standards, and there is no a huge difference appearing, although Kosova is not part of Bologna Process. The paper gives hands-on information about the accreditation process of the HEIs in Kosovo and Albania that will be in the interest of all Higher Education System designers and developers of these two countries, but also for other transitions countries.

The purpose of this study was to create transparency, accountability, participation, effectiveness and consistency in private universities in the city of Medan. To obtain the data needed in this study, researchers used data collection techniques by means of surveys. Researchers do this by distributing questionnaires to lecturers and / or employees at Private Universities in Medan City. The results of the study showed that Good Governance has been running well at Private Universities in Medan City, and most respondents stated their agreement that aspects of transparency, participation, accountability, and effectiveness have gone well. This was supported by the results of research that good governance at private universities in Medan city 87% have applied the aspect of transparency, 90% have applied the aspect of Participation, 51% have implemented accountability, and 87% have applied the aspect of effectiveness.