Do educational outcomes in Lebanese universities differ based on the academic model?

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dc.contributor.author Nauffal, Diane
dc.date.accessioned 2016-03-29T08:36:35Z
dc.date.available 2016-03-29T08:36:35Z
dc.date.copyright 2009
dc.date.issued 2016-03-29
dc.identifier.issn 1753-7983 en_US
dc.identifier.uri http://hdl.handle.net/10725/3426
dc.description.abstract Purpose – The purpose of this paper is to examine differences in students' perceptions of quality and satisfaction with their educational experience among four types of higher educational models, American, French, Egyptian and Lebanese, in Lebanon. Design/methodology/approach – A sample of over 200 students from each of the seven universities included in the research study were surveyed. Their perceptions were sought on a range of demonstrable performance outcomes. These outcomes include the observance of democratic practices, the effectiveness of the teaching/learning experiences, the quality of academic and non‐academic services, and relationships and destination upon graduation. Findings – The findings indicate that universities adopting the American and French academic model, including the Lebanese university, tend to more readily involve students in institutional decision making at both the academic and non‐academic levels in comparison to the university following the Egyptian academic model encouraging democratic practice among youth. Despite the considerable differences among the various institutional types in the philosophy of education, the perceptions of the purposes of higher education and the pedagogical approaches they adopt, students generally expressed satisfaction in the quality of their university education. Research limitations/implications – With the continuous establishment of universities in Lebanon and the region following different academic models, the research findings may serve to inform policy makers and academic leaders of students' perceptions of quality and satisfaction. Originality/value – No such comparative study has been conducted to determine the satisfaction of students with their overall higher education experience in Lebanon and the region. en_US
dc.language.iso en en_US
dc.title Do educational outcomes in Lebanese universities differ based on the academic model? en_US
dc.type Article en_US
dc.description.version Published en_US
dc.author.school SAS en_US
dc.author.idnumber 200804486 en_US
dc.author.woa N/A en_US
dc.author.department Education en_US
dc.description.embargo N/A en_US
dc.relation.journal Education, Business and Society: Contemporary Middle Eastern Issues en_US
dc.journal.volume 2 en_US
dc.journal.issue 1 en_US
dc.article.pages 6-19 en_US
dc.keywords Educational philosophy en_US
dc.keywords Higher education en_US
dc.keywords Students en_US
dc.keywords Lebanon en_US
dc.keywords Stakeholder analysis en_US
dc.identifier.doi http://dx.doi.org/10.1108/17537980910938442 en_US
dc.identifier.ctation Issa Nauffal, D. (2009). Do educational outcomes in Lebanese universities differ based on the academic model?. Education, Business and Society: Contemporary Middle Eastern Issues, 2(1), 6-19. en_US
dc.author.email diane.nauffal@lau.edu.lb

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