Background and objectives: Quality assurance and institutional accreditation in education is becoming of paramount importance. This study aims to assess the impacts of the accreditation process of the National Center for Quality Assurance and Accreditation (NCAAA) on the quality of education in one of private university in Libya. Methods: The research adopts a descriptive study design in University of Tripoli Alahlia (UTA) where an official accreditation process was completed by the NCQAA during 2017-2019. Data were collected using the self-study report that produced by the NCQAA accreditation committee during the accreditation process, and were retrieved in specific data collection sheet by one of the authors. Results: The NCQAA accreditation process that lasted about 4 years brought significant changes in the educational progressions and made the staff members more aware of quality issues in education. Our findings also reported significant improvements in the quality of education in the university. Conclusions: The process of NCQAA accreditation conducted in UTA has been positively improved the quality of education. Data from other institutions would also expressively increase the relevance and rationality of the study.

Scientists who hope to obtain a faculty position at a primarily undergraduate institution (PUI) need a distinct skill set and outlook on their future teaching and research career. To obtain a position at a PUI, candidates should 1) design a strategy for obtaining a faculty position that suits each individual’s career goals and aspirations, 2) prepare for the application process, on-campus interview, and contract negotiations, and 3) plan a strategy for the probationary period leading up to tenure and promotion. Given the different types of PUIs, candidates need to consider whether they seek a position that consists of all or mostly all teaching, or both teaching and research. Candidates should educate themselves on the expectations at PUI’s, including current thought, practice, and aspirations for science pedagogy, and gain teaching experience prior to seeking a suitable position. If the candidate’s goal is a position with both teaching and research, it is important to discuss with the current research mentor what projects the candidate can take with them to their new position. The candidate should also consider what types of projects will be successful with undergraduate student researchers in a PUI research environment Importantly, candidates should clearly demonstrate a commitment to diversity and inclusion in their teaching, research, and outreach, and application materials should demonstrate this. On interviews, candidates should be knowledgeable about the mission, values, and resources of the institution and how the candidate will contribute to that mission. Once hired, new faculty should discuss a formal or informal mentoring plan during the probationary period that includes peer evaluations on a regular basis, and maintain communication with the department chair or designated mentor regarding teaching, research, and service activities.

Ethics values for public officers are important for enhancing cultural ethical levels and keeping society free from low-level barbarian ethical values. Barbarian ethics values are reflected in animal behavior, as in some countries security agencies, and a culture based on strength is dominant, especially in political and military parties. This study gave insight into the change in security agency duties from fighting criminal activities to managing criminal activities. Keeping high-level ethical values is essential for enhancing the behavior of public officers and stakeholders in any official institution at a standard level. This study provides stakeholders with a clear vision of the different defects in public institutions and how to improve and avoid negative ethical issues. By identifying all aspects of public officers and deviations from ideal ethical values for public officers,the negative ethical values in security agency officers have been noticed for a long time due to feelings of injustice or unfairness in native citizens of any country, generating mafia-based institutions instead of police departments or security agencies in any country.

Background: Maternal near-miss refers to a situation where a woman who nearly died but survived from severe life-threatening obstetric complications that occurred during pregnancy, childbirth or within 42 days of termination of pregnancy. It has been estimated that up to 9 million women survive obstetric complications every year. According to studies done around the world most mothers suffer from Near Miss due to the factors which includes, low socioeconomic status, patient related, health provider related, and health related and health institution related issues. Objectives: The objective of the study was to determine the proportion of maternal near misses and its associated factors in Selected Public Health Institutions of Keffa, Bench-Maji and Sheka Zones of South Nations Nationalities and Peoples Regional state, South West Ethiopia, 2017. Methodology: Hospital based cross-sectional study design was employed and simple random sampling techniques (Lottery Method) was used to select the study institution and Systematic sampling technique was used to select 845 study participants every 5^th interval. Information was collected by using pre-tested and structured interviewer administered questioner. Using SPSS version 21 software, descriptive statistics and bivariate logistic regression analysis was done and variables with p-value <0.2 were transferred to multivariate analysis and during Multivariate logistic regression analysis Variables with P-value < 0.05 were considered as statistically significant and AOR with 95% CI were used to control for possible confounders and to interpret the result. The results were summarized by tables, graphs and charts. Result: There were 5530 Live Births, 227 Sever Acute Maternal Morbidity cases of this 210 were Maternal Near-Misses cases and 17 were maternal deaths, 364 Maternal Near-Misses Events. The overall Maternal Near-Misses Proportion is 24.85%. The maternal Near-Misses outcome ratio was 41 cases/1,000 live births (LB); mortality ratio was 12.35cases/1 maternal death and 74.8/1000LB of mortality index. Parity, residence, distance of living place from hospital, ANC Follow up, duration of labor, and administrative related problems were found to have statistically significant associations. Conclusion: The proportion of Maternal Near-Misses is relatively high when compared to other regional studies and efforts should be done to lower the near-misses.

Compared to their men counterparts, women do not rapidly climb up the leadership ladder due to a glass ceiling obstacle. This study aims to explore the inhibiting factors demotivating Africa women's leadership pursuit in Science, Technology, Engineering, and Mathematics (STEM). A qualitative approach was adopted using online open-ended questions to seek narratives from African women leaders on their roles and experiences of a STEM career. Data were collected using a non-probability, purposive sample of African women leaders in STEM in African research institutes and universities. Forty-two women in leadership positions in 12 African countries participated in the study, which was content analyzed, seeking patterns and themes to explore the narratives. A common thread exists in the tone and life experiences of the African women leaders in STEM. Scholarship, supportive organizational structure, commitment, hard work, and tenacity were all experienced as enablers of the career path process and their attained positions. The education level contributed to a strong leadership position. Women experience less acceptance than males in STEM leadership as the organizational culture still devalues women in leadership positions in several African countries. The study's contribution, the limitations, recommendations, and managerial implications are discussed, with suggestions for further research are made.

The striving for sustainable development has become the goal of actions undertaken not only by representatives of public authorities and institutions representing this sector, but also representatives of private entities who are increasingly recognizing the benefits and sources of long-term development based on the principles and objectives of sustainable development. These are mainly based on the pursuit of synergy in the three basic areas of activities, i.e., in the economic, social, and environmental dimensions as well as in the maintenance of natural resources. The implementation of these activities is connected with the necessity of incurring financial expenditures, which the government (public sector) does not have in the required value. Therefore, in the process of sustainable development for which the government is responsible, the active participation of the financial sector (banks) is necessary. Achieving results within the alliance of the concept of sustainable development requires the setting of a kind of contract, the parties of which are the government, society, and financial institutions. The purpose of the conducted research is to indicate by which means the government and the financial sector can stimulate economic growth towards its sustainable development.

On the termination of nearly twenty years since the beginning of commercialization of the Ukrainian higher education the intensity of discussion of its purposes, results and possible amendments don't decrease neither among experts, nor among the interested public. Supporters and opponents of commercialization note that education is that social branch which participates in the formation of prerequisites of economic growth. The main point of the article is to disclose the essence of the phenomena of economism and commercialization. Economism is seen as part of globalization of education, a global corporatization of education provides training for the global labour market, using human capital economic theories. As noted by George Spring, the human capital, economists argue that investments in education lead to economic growth, reducing income inequality and increasing employment. The article confirms that the state educational policy as a component of social policy is one of instruments of influence of the state on formation of social structure and is directed ​​ to the solution of problems of societal level. It does relevant sociological examination of transformational processes in education and, in particular, results of commercialization. Thus, it is possible to claim that the educational system tests the uncommon influence of globalization, forming and building a peculiar system of the relations and interaction.

The Social-Ecological Systems (SES) framework serves as a valuable framework to explore and understand social and ecological interactions, and pathways in water governance. Yet, it lacks a robust understanding of change. We argue an analytical and methodological approach to engaging global changes in SES is critical to strengthening the scope and relevance of the SES framework. Relying on SES and resilience thinking, we propose an institutional and cognitive model of change that institutions and natural resources systems co-evolve to provide a dynamic understanding of SES that stands on three causal mechanisms: institutional complexity trap, rigidity trap, and learning processes. We illustrate how Data Cube technology could overcome current limitations and offer reliable avenues to test hypothesis about the dynamics of social-ecological systems and water security by offering to combine spatial and time data with no major technical requirements for users.

The impetus for the development of coaching as a professional managerial activity is based on the needs and requirements of a modern sustainable society. The paper aims to explore the awareness of academic students about the coaching approach and to formu-late recommendations for its application in the academic environment. The article focuses on the views of experts in the field of coaching approach as a means of improving com-munication in the academic/educational setting, characterizes communication and coaching approach, coaching models and its benefits and barriers. The survey presents a survey of awareness of the coaching approach among college and university students of in Slovakia and the possibilities/options of its application in the academic environment. The research was carried out by the questionnaire method. The evaluation of the questionnaire and the statistical evaluation of established hypotheses and assumptions concerning the coaching approach. The proposion of students was the introduction of the subject "Basics of coaching" which could be taught for all students at University of Zilina, Slovakia. Acording to the survey, 468 students, representing 68%, have knowledge about coaching. Furthermore, 68% of students had or have doubts about achieving their goals during their studies. According to the results of the survey, only 24% of students had ex-perience with coaching. The cooperation with a coach was regarded as beneficial for 71% of participants of the survey, which had already experience the coaching lectures. The students of managerial fields would benefit in enhancing leadership skills and providing support of their working teams.Finally, suggest organizing an introductory full-day workshops for students of man-agement -future managers, followed by organizing individual thematic workshops for specific areas of coaching.Moreover, the usage of coaching skills is possible yet while they are students with applications in communication in their relationships, student jobs, searching the profes-sional job opportunities and accomplishing the final thesis.To raise awareness of coaching approach in the University of Zilina in a cooperation with The Counseling and Career Center and its activities.

Scientists who are interested in building research programs at primarily-undergraduate institutions (PUIs) have unique considerations compared to colleagues at research-intensive (R1) institutions. Maintaining a research program at a PUI holds unique challenges that should be considered before prospective faculty go on the job market, as they negotiate a job offer, and after they begin a new position. In this article we describe some of the considerations that aspiring and newly hired faculty should keep in mind as they plan out how they will set up a laboratory as a new Principle Investigator (PI) at a PUI. Anyone hoping to start a research program at a PUI should understand both the timeframe of interviews, job offers, and negotiations and the challenges and rewards of working with undergraduate researchers. Once a job is offered, candidates should be aware of the range of negotiable terms that can be part of a start-up package. Space and equipment considerations are also important, and making the most of shared spaces, existing infrastructure, and deals can extend the purchasing power of start-up funds as a new PIs builds their lab. PUIs’ focus on undergraduate education and mentorship leads to important opportunities for collaboration, funding, and bringing research projects directly into undergraduate teaching laboratories. A major focus of any new laboratory leader must be on building a productive, equitable, and supportive laboratory community. Equitable onboarding, mentorship plans, and formalized expectations, can all help build a productive and sustainable laboratory research program. However, important considerations about safety, inclusion, student schedules, and a PI’s own professional commitments are also extremely important concerns when working with undergraduates in research. A successful research program at a PUI will bring students into meaningful scientific inquiry and requires insights and skills that are often not the focus of scientific training. This article aims to describe the scope of setting up a new laboratory as a way to alleviate some of the burden that new and prospective faculty often feel.

The study aimed to know the direct effect of strategic leadership on the quality of service represented by wireless communications services, in addition to knowing the indirect effect of strategic leadership on the quality of service when using performance as an intermediary variable. This research was conducted in government institutions in the Republic of Yemen. Represented by the offices of the Ministry of Communications and Information Technology in five Yemeni cities, it targeted senior management employees, boards of directors, and middle management concerned with strategic planning and strategic leadership. To measure and evaluate the factors of strategic leadership and service quality in Offices of the Yemeni Ministry of Communications Ministry of Communications and Information Technology of the Republic of Yemen. Moreover, performance. A questionnaire was formulated and distributed to the study sample, and data was collected through questionnaires for 150 individuals in some offices of the Yemeni Ministry of Communications. This study uses structural equation model analysis from the Partial Least Squares program through the Smart Plus 4 programs. The study reached a set of results, including that all models show a direct, positive and significant effect of strategic leadership on the quality of service represented by the quality of services in the offices of the Ministry of Communications. As well as the positive relationship between them, as well as the direct and positive impact of performance on the quality of service, as well as the positive and significant relationship between them. While the results indicated a positive and significant indirect effect of strategic leadership on service quality, there is also a positive and significant indirect relationship between strategic leadership on service quality when using performance as an intermediary variable.

Policy initiatives by the United Nations and EU institutions have emphasized the need for higher education institutions (HEIs) to fulfill a significant role in the green transition, and that they tend to fall short of the achievement of this objective. Multiple studies indicate that HEIs assign high importance to the integration of environmental sustainability on a strategic level but generally lack dedicated policies of integration in operational aspects. This paper analyzes the state of the art on research on HEI sustainability and maps institutional sustainability self-assessment models, tools, and guidelines. The mapping was conducted in four prominent research areas: 1) sustainability integration in educational activities, pedagogical perspectives, and systemic transformations; 2) benchmarking sustainability of organizational transformation and operational op-timization, and links between developmental priorities and educational settings; 3) whole-system approaches focusing on the design and implementation of whole-institution sustainability plans; and, 4) HEI sustainability culture and operations. Best practices were selected on criteria of 1) the effectiveness of self-assessment models, tools, and guidelines in each respective research area; 2) the degree of integration of systems thinking and/or modelling; and 3) the incorporation of qualitative indicators for stakeholder engagement.

Most mature companies have started some kind of “transformation”, either digital, or agile transformations, to cope with changes in the environment, yet most fail, ending up delivering nothing or just one more reorganization. We postulate that considering the Organization as a self-aware Complex Adaptative System (CAS) is paramount, as the common conception (Industrial: mechanistic and predictive) results in bringing the systems in a frozen or defensive mode. Stimulating the system enables us to use its adaptative power to develop new capabilities, and all layers should be tackled simultaneously, to prevent the system from collapsing back into its original state. To ensure this, it is necessary to create a seed per level, and a mechanism to propagate the transformation, with a focus on development instead of growth, that is qualitative change rather than quantitative. A common vocabulary should also be provided, so conversations can occur at every level. Finally, changing mindsets is key, and both concepts and techniques should be provided as enablers to the adequate mindset level. We detail one such transformation that resulted in distributed leadership and more intrinsic motivation, providing both an account of the transformation itself and a model to read it.