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A Concretizing Research on Making Higher-Education Sustainability Count

Author

Listed:
  • Muhammet Usak

    (Institute of Psychology and Education, Kazan Federal University, 420008 Kazan, Russia)

  • Ming Yuan Hsieh

    (Department of International Business, National Taichung University of Education, Taichung 403454, Taiwan)

  • Yung-Kuan Chan

    (Department of Management Information Science, National Chung Hsing University, Taichung 402204, Taiwan)

Abstract

In order to manage the worrying predicament of declining global birth rates, a majority of higher-education institutions have commenced to institute a series of diversified strategies in order to make higher-education sustainability count. The aim of this research is to present the results of a study with the goal of helping educational institutions achieve their sustainability. As a succession of quantitative and qualitative analyses and measurements, there are four valuable and contributive findings in this research. First, total tuition and miscellaneous revenues (TTMR), total university–industry cooperative revenues (TUCIR) and total grants from government (TGG) of higher-education governance (HEG) were able to directly and effectively increase higher-education sustainable value. This definitively indicates that current higher-education students and staff, as well as higher-education experts and professionals, indeed agree that the tuition and miscellaneous fees, university–industry cooperative, and government grant revenues have become the most critical determinants of university environment social governance (UESG). This is because the majority of higher-education institutions do need these revenue resources to advance a succession of environmental protections, social responsibilities, and governance performance for current higher-education institution sustainability development. Second, comprehensive scale of QS rankings (CS-QS) was the most important key determinant to evaluate the university social responsibility development (USRD), which means the majority of higher-education institutions have to pay more attention on the comprehensive scale of QS rankings (CS-QS) in order to make more sustainability count. The third finding is the number of student’s publications (NSP), which was the most crucial key determinant to assay return on investments (ROI), meaning current higher-education students, staff, experts, and professionals consent to higher-education institutions having to establish an evaluated system for student’s publications to stimulate students to publish their diversified studying outcomes in order to make students recognize their growth after taking courses in higher education. The last finding is total tuition and miscellaneous revenues (TTMR) was the most momentous key determinant to control high education governance (HEG), which means current higher-education students, staff, experts, and professionals are concerned with the various governance performances of their tuition and miscellaneous fees. As for the future direction, there are still some evaluated criteria and assessed methods to be comprehensively considered and employed for inducing in-depth conclusions and findings with higher research reliability and validity without time limitations and resource restrictions.

Suggested Citation

  • Muhammet Usak & Ming Yuan Hsieh & Yung-Kuan Chan, 2021. "A Concretizing Research on Making Higher-Education Sustainability Count," Sustainability, MDPI, vol. 13(5), pages 1-14, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:5:p:2724-:d:509815
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    References listed on IDEAS

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