This study explores and analyzes students’ difficulties in learning an ERP system to help design more appropriate teaching methods and materials. Global enterprises have widely used ERP systems to manage their operations effectively and efficiently. Hence, many business schools have offered courses on ERP systems to sharpen ERP skills for their students. To help design more appropriate teaching methods and materials for ERP learning, one must know students’ difficulties in understanding. This study analyzes students’ difficulties in learning the Oracle E-Business Suite ERP system through interviews and qualitative analysis. As a result, this study identifies five categories of problems in the various areas of the Revised Bloom’s Taxonomy. Their relevant educational objectives can guide the redesign of ERP teaching methods and materials. One of the difficulties belongs to the area of Remember Factual Knowledge. The rest of them are in Understand, Remember, Apply, and Analysis of Procedural Knowledge. Lastly, this study provides some implications for teaching ERP.

Deep learning facilitates development of generic skills pertinent to prepare graduates for employment. Accounting education with syllabuses burdened with accounting standards to be memorized and regurgitated in examinations does little to promote deep learning. This study conducted a questionnaire survey to examine the extent to which accounting undergraduates at a public university in Malaysia adopt deep learning. This study demonstrates that deep learning is not readily attainable. Surface learning, which promotes rote memorization, constitutes a stepping stone towards deep learning. Having a preference or thirst for meanings is also pertinent to motivate undergraduates to move from rote memorization to seek meanings and thus deep learning. Female undergraduates have been found to be more inclined to adopt deep learning. Much is still to be learned on how best to promote deep learning as learning is a life-long process where everyday life experiences, both on and off-campus, facilitate learning and development.

The connection between education and technology offers an exciting opportunity for universities to utilize social media marketing activities not only to recruit new students or to create brand image and reputation, but also to enhance student satisfaction. Despite having a large number of studies indicating the importance of social media as a tool for student recruitment, the studies on the importance of social media marketing activities (SMMA) for students who are already enrolled are rare. This study aims at examining the relationship between SMMA and student satisfaction, considering perceived quality as a mediator in the higher education sector in North Cyprus. Utilizing a cross-sectional online survey, the data for this study was collected during October- November 2020 from 424 international students enrolled in North Cyprus universities. The model was assessed and the data was analyzed using Structural Equation Model (SEM) in AMOS statistical software. The findings suggest that SMMA has a positive relationship with the perceived quality of education, and perceived quality mediates the relationship between SMMA and student satisfaction positively.

This research aims to evaluate the quality of the in-service trainings for the employees of Islamic Azad University (Buin-Zahra Branch) using CIPP model in 2013. Statistical population of the research includes all employees who participated in in-service trainings from 2003 to 2012. Cronbach & apos; s alpha was used as one of the methods for evaluating the reliability in this research, and the reliability coefficient in case of the mentioned questionnaire was obtained as 0.80. Moreover, the study used structural equation modeling in order to assess the reliability of the questionnaire, while this method confirmed its reliability. Besides, content validity and construct validity methods have been used to examine the validity of the questionnaire, and the results confirmed the validity of the mentioned questionnaire. Then, the obtained data of the questionnaire were analyzed using SPSS, Smart PLS and LISREL software packages in two categories of descriptive and inferential section. The results of the analysis show that the dimensions of context, input, process, and product are at a desirable level for the in-service trainings of employees in Islamic Azad University (Buin-Zahra Branch). Additionally, the findings show that there was a significant relationship between the different dimensions of the quality evaluation of the in-service trainings of the employees of Islamic Azad University, Buin-Zahra Branch.

Total quality management (TQM) plays an important role on improving educational systems. In this paper, we present an empirical study to investigate the effect of TQM components on customer satisfaction in one of higher educational organizations in South East part of Iran called Qeshm. The proposed study investigates the effects of five TQM components including tangible, attitude, reliability, content and mode of delivery on customer satisfaction. The study designs a questionnaire consists of 37 questions and distributes it among a sample of university students and professors. Cronbach are calculated for significance, attitude, reliability, content and mode of delivery were 0.84, 0.83, 0.91, 0.90 and 0.83, respectively. The results of our survey are investigated using Pearson correlation ratios as well as regression analysis and the results indicate that all five components influence customer satisfaction, significantly.