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Purpose – This paper aims to investigate whether educational leadership in Greece implements the values of total quality management and contributes to the improvement of the educational process, and to offer proposals for a framework of total quality management that would contribute to an improvement in the overall quality of the education process. Design/methodology/approach – The paper is based on theoretical analysis and on the current legislative framework. Three different aspects of the Greek education system are critically reviewed and discussed. Findings – This study recognises that, due mainly to the lack of a long-term educational strategy, the absence of an educational leadership development programme and limited financial support, the Greek educational system needs to review its structure and procedures - even those that are "taken for granted". Research limitations/implications – Given the differences between education and industry, and the fact that only three different aspects of the Greek education system are investigated here, more research and analysis would be required in this field. Practical implications – The paper is useful to educational planners and policy makers. From the perspective of total quality management, there may be a substantial impact on the improvement mechanisms and outputs in education, contributing to a country's social and economic well-being. Originality/value – The paper contributes to the better understanding of the value of total quality management in education, and offers recommendations that may be more widely adopted, and may contribute to an enhancement of overall educational quality. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of the research is to investigate education for sustainability (EfS) practice and perceptions in three university contexts in England, Australia and Greece with a view to identify a suitable systems model for effective EfS across the university. Design/methodology/approach – Research tools involved interviews of key people engaged in EfS (n=25) supported by observations plus appropriate documentary analysis as a basis to establish perceived good practice, barriers and ways to improve EfS. Findings – Clear vision, leadership and support for EfS were considered vital, while agreed understanding about the importance, purpose and nature of EfS was necessary to achieve effective EfS across the university. Wide consultation, consensual agreement and collaborative practice were viewed as important to achieve collective views and coordinated action. A distributed model of leadership in which individuals are responsible and collectively empowered to action is relevant to a systems model for EfS. A systems model for coordination of EfS integrates approaches to governance, curriculum and infrastructure management. Details of examples of good practice and ways to improve practice are discussed. Research limitations/implications – As the research was qualitative in design and focussed on three universities, the sample size is restricted and there are limitations in the generalisability of specific results outside of their contexts. However, the overall results have some broadly significant implications and trends that have relevance for the university sector. Practical implications – The structure and processes for an approach to systems organisation and identified good practice, barriers and perceived ways to improve practice have relevance for coordination of EfS across the university sector. Social implications – The findings have significant social implications, as EfS has urgent and important international priority, while universities have important functions in educating the next generation of professionals across a wide range of contexts. Originality/value – The paper is an original contribution to establishing an effective systems model for EfS coordination; hence it is of significant educational and social value. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this paper is to identify the quality determinants for education services provided by higher education institutions (HEIs) in Greece and to measure their relative importance from the students' points of view. Design/mthodology/approach – A multi-criteria decision-making methodology was used for assessing the relative importance of quality determinants that affect student satisfaction. More specifically, the analytical hierarchical process (AHP) was used in order to measure the relative weight of each quality factor. Findings – The relative weights of the factors that contribute to the quality of educational services as it is perceived by students was measured. Research limitations/implications – The research is based on the questionnaire of the Hellenic Quality Assurance Agency for Higher Education. This implies that the measured weights are related mainly to questions posed in this questionnaire. However, the applied method (AHP) can be used to assess different quality determinants. Practical implications – The outcome of this study can be used in order to quantify internal quality assessment of HEIs. More specifically, the outcome can be directly used by HEIs for assessing quality as perceived by students. Originality/value – The paper attempts to develop insights into comparative evaluations of quality determinants as they are perceived by students. [ABSTRACT FROM AUTHOR]

Purpose - Using Bourdieu-inspired sociological literature, this paper aims to report on a study that examines the educational choices of new entrants in the three library and information science (LIS) schools operating in Greece at the undergraduate level, with reference to their socio-cultural characteristics. Design/methodology/approach - Data were obtained through a questionnaire, distributed to 187 LIS students, aiming to address the question of what attracted them to the LIS field. Findings - Analysis reveals three distinctive student groups in the sample and shows that these differ in respect to the reasons attracting them to LIS. The first group, with restricted cultural resources at their disposal, is attracted only by extrinsic reasons, namely the prospect of immediate employment. The second group, of middle level parental education, is attracted by intrinsic reasons, most notably the qualitative characteristics of the field as a future profession. This group seems to use these qualities to preserve the belief in an upwards moving and successful educational career. Qualities attracting the students of the third group, when examined with reference to their socio-cultural characteristics, indicate that the choice of subject made is linked to their socially acquired ability to recognise what may be promising regarding possible future LIS career paths. This is in contrast to students from low socio-cultural backgrounds, who seem not to have access to the high cultural resources the LIS field requires for "decoding" and understanding its hidden possibilities. Originality/value - This paper uses socio-cultural explanations of students' choice of LIS as a field of study, contributing methodologically and substantively to this area of research. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to examine whether the accounting curriculum fits business demand. More specifically, it determines competencies that Greek companies demand from higher education[1] graduates and addresses any mismatches between the market's needs and the academic accounting/business curriculum through a survey in Greece. Design/methodology/approach -- Using a survey to reveal their perceptions' differences, the sample included 166 students, 25 lecturers/professors from a department of Accounting and Finance (Higher Education) and 155 companies. Findings -- The results provide evidence that all these groups have different perceptions of the curriculum. Practical implications -- The study suggests ways to improve the academic accounting curriculum. Originality/value -- To the best of the authors knowledge, there is not any previous study that examines these parameters in Greece. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to develop a comprehensive account for careers within the Greek academic system. Historical, cultural and geographical features of the country have created a unique context that has shaped the way academic careers evolve. Design/methodology/approach – The primary methods of data collection were retrospective participant observation and discussions in interview form with individuals who have had various types of experience with the Greek Higher Education system. Findings – The major factor that shapes careers in Greek academia is social capital or know-whom that operates within a broader cultural environment where institutional collectivism is extremely low, the in-group – out-group distinction is a major element, and political party affiliation plays a key role in everyday affairs. As a result academic careers in Greece are almost exclusively determined by membership, a priory or earned, to an “in-group” that is linked via blood, family friendship, business and political party ties. This “in-group” uses its social capital to control academic careers across all stages for the benefit of its members. Research limitations/implications – There are method limitations, but relevant concerns were largely alleviated by precautionary measures and the way data were utilized. Ethnography may be the most appropriate method to disentangle the way networks and social capital impact careers. Practical implications – Achieving substantive change, such as increasing meritocracy, within a sector may be impossible without considering the broader cultural context that encapsulates it. Originality/value – The study is among the very first to unveil the “dark side” of social capital, and show how social capital may benefit the interests of in-groups at the expense of the collective. [ABSTRACT FROM AUTHOR]

The article presents a study on the past ranking experience of journals and economic departments in Greece. It states that a critical assessment of Greek heterodox economists. It concludes that quality research assessment in higher education is still heavily disputed across Greek universities despite tendency for reinforced standardized rankings.

Purpose: An increasing amount of research and debate has emerged over the last few years, emphasising the need for developing digitally competent, literate, able, skilled, capable people within a constantly changing technological and online environment. Existing definitions and perspectives in this area go beyond the use of technological tools or media for the creation of a digital literacy mindset, which develops throughout one's life. However, Higher Education strategies have not yet caught up with this agenda. Design/methodology/approach: A student survey with Library and Information Science students from three higher education institutions in Scotland, Ireland and Greece was conducted as a basis of empirical data to support the theoretical propositions of the study. The survey centred on the technical and higher-level digital competences of students and drawing from students' self-perceived digital competences for learning and for the everyday life digital context, addressing e-leisure, e-learning, e-democracy, e-government and e-health activities. The survey critically enabled students to assess digital competences from their perspectives as digital participants. Findings: Students' self-assessment of digital competences were lacking in a number of areas, which involved the development of information literacy, digital creation, digital research and digital identity management. In addition, students' digital competences were found to be linked to previous experiences within the everyday life digital environment. The higher the self-perceived digital competence levels of students were on the basis of dealing with everyday life digital tasks, the more likely they were to also develop high self-perceived digital competence in other digital areas related to their education. Originality/value: Higher education has not fully embraced digital competences as a core, fundamental literacy which addresses both technology mastery and a digital citizenship mindset. As emerging models begin to challenge traditional teaching and learning paradigms, with global connectivity and personalised approaches, existing digital divides may be further accelerated. This requires revisiting digital competences with emphasis on the diversity of the contexts where it develops and of the learners involved, in the overall continuum of learning for life. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to explore the underlying dimensions of environmental behavior (EB) and examine how environmental education (EE) and ecological sensitivity (ES) motivate the EB of Business Administration and Accounting students (BAS). Design/methodology/approach: A questionnaire survey was conducted and a sample of 190 BAS was randomly selected from the departments of Business Administration and Accounting and Finance at the University of West Attica (UNIWA), Greece. Findings: The analysis was structured upon four underlying components under the EB of the sample: information seeking, recycling, green consuming and active participation. A positive relationship between EB and EE was revealed, while EB and ES were moderately interrelated. An important result was the hesitation of students to convert EE and ES to active participation and green consuming behavior, thus reaffirming similar results from other studies. Research limitations/implications: The findings should be further developed using larger samples among other higher education institutions. Future research could be extended to students who reside at sub-urban or rural regions or students who are educated upon diverse academic disciplines. The basket of questions can be enriched with issues of immediate concern among future business executives such as the "ethical" role of accountants or the value creation for local societies. Originality/value: The significance of this study lies on associating students' EB with formal EE with personality characteristics such as ES. Educational policy-makers can enrich the curricula of BAS with environmentally oriented courses and teaching methods that can increase the active participation of students. [ABSTRACT FROM AUTHOR]

Purpose In the higher education domain, the shift to electronic textbook adoption entails numerous benefits. However, reluctance is noted in students as well as in publishers, impeding the faster realisation of this change. Decision makers (such as the Ministry of Education and university administrations) need actual survey data in order to plan and perform the best strategy plan for the transition to the etextbook era. Design/methodology/approach Two different surveys took place among higher education students and academic textbook publishers in Greece. More specifically, the purpose of these surveys was twofold: first, to identify both students' and local publishers' views towards the e-textbooks as the near future successor of printed books. Second, the results of the in-depth study will enable the proposal of certain solutions for the Hellenic higher education textbook system, which has reached an economic and functional deadlock. Our findings will also be easily adopted by other, similar educational system across Europe. Findings Our findings reflect a situation where e-textbooks will replace the printed, but not in the near future, as both technology providers and publishers have to overcome many technical obstacles. Students are expecting the transition to occur soon, but still remain very reluctant about the inconvenience which might be caused to their reading habits. Originality/value The results are unique and in alignment with similar surveys in other educational systems. [ABSTRACT FROM AUTHOR]