The aim of the research is to prove that nowadays the role of higher education, its impact on “territorial capital” and the factors of their competitiveness measurement have changed. Competitiveness should no longer be measured only in terms of rankings between higher education institutions, but also in terms of their role in territorial capital. Examining the extension of a competitiveness measurement model developed for small and medium-sized enterprises to the field of higher education can be exciting because the competitive situation between higher education institutions is strengthening, and its aspects are not limited to winning tender funds and the competition for students. The subject of this study is the Central European higher education in general and the Hungarian higher education specifically. Higher education as it appears in regional strategic documents, and the regional, third mission role of higher education institutions appearing in their strategic documents. In terms of methodology: the first part of the paper is based on document and content analysis. In the second part of the paper, institutional characteristics that may influence competitiveness are identified in the case of a Hungarian higher education institution with SME characteristics. The research concludes that the impact on territorial capital, together with the traditional characteristics of higher education and its third missionary role, may constitute the competitiveness of a given institution. If the impact of higher education institutions on location could be measured uniformly, competition between institutions would be more transparent and the role of the region would be strengthened.
This study explores the impact of technology effectiveness, social development, and opportunities on higher education accessibility in Myanmar, focusing on private higher education institutions. Utilizing a sample of 199 respondents, with an average age of X (SD = Y), the research employs standardized questionnaires and descriptive statistics, correlation analysis, and multiple regression analysis to examine the relationships between these variables. The findings indicate that technology effectiveness significantly enhances higher education accessibility, with strong positive correlations (r = 0.752, p < 0.001) and substantial impacts on educational outcomes (β = 0.334, p = 0.001). Social development also plays a crucial role, demonstrating that supportive social norms and community engagement significantly improve accessibility (β = 0.405, p < 0.001). Opportunities provided by technological advancements further contribute to enhanced accessibility (β = 0.356, p < 0.001), although socio-political and economic challenges pose significant barriers. The study highlights the interconnectedness of these factors and their collective influence on educational accessibility. Practical implications include the need for strategic investments in technological infrastructure, promotion of supportive social environments, and innovative solutions to leverage opportunities. Future research directions suggest longitudinal studies, broader demographic scopes, and in-depth analyses of specific technological and infrastructural challenges. By addressing these areas, stakeholders can develop effective strategies to improve higher education accessibility, ultimately contributing to the socio-economic development of Myanmar.
The architecture and engineering industry employs resource-efficient sustainable building design (SBDC) to reduce greenhouse gas emissions and mitigate environmental damage. This study examines the understanding and practice of SBDC among Chinese architecture students. A survey of 555 undergraduates from China’s architecture universities was conducted. Two independent and seven dependent variables were analyzed to evaluate the impact of academic stages and practical experiences on students’ awareness. The findings reveal that over 70% of respondents consider SBDC important in architecture. More than half have taken courses with over 30% SBDC content. However, 45.85% of respondents only have a basic understanding of SBDC. This result underscores the significance of educational disparities, this insufficiency is likely due to inadequate coverage and representation of SBDC in the curriculum. Our study highlights the necessity of enhancing SBDC-related education within the current curriculum framework to ensure all students receive a systematic and comprehensive knowledge of sustainable building design.
