Review Article
A Bibliometric Analysis of Specific School Programmes for Visually Impaired Students
Issue:
Volume 11, Issue 4, August 2026
Pages:
110-122
Received:
11 June 2026
Accepted:
24 June 2026
Published:
17 July 2026
Abstract: Educational programs for students with visual impairments play a critical role in promoting inclusive and equitable learning opportunities. Despite growing scholarly interest in this area, a comprehensive understanding of the research landscape remains limited. This study presents a bibliometric analysis of research on school programs for visually impaired students using 513 documents indexed in the Scopus database between 1945 and 2023. The analysis was conducted using performance analysis and bibliographic coupling techniques, supported by Microsoft Excel and VOSviewer. The findings reveal a steady increase in research output, particularly after 2019, reflecting the growing emphasis on inclusive education and technology-enhanced learning. The United States emerged as the leading contributor, followed by the United Kingdom, India, and Australia, while the most influential publication sources included the Journal of Visual Impairment and Blindness and the British Journal of Visual Impairment. Major research themes identified through bibliographic coupling include inclusive education, curriculum adaptation, assessment practices, intervention strategies, physical activity, oral health, psychosocial support, and technology integration. The results highlight the multidisciplinary nature of the field, with contributions from education, medicine, social sciences, psychology, and health professions. The study also identifies geographical and thematic gaps, emphasizing the need for greater international and interdisciplinary collaboration. By mapping key contributors, publication trends, and emerging research directions, this study provides valuable insights for researchers, educators, policymakers, and practitioners seeking to develop more effective and inclusive educational programs for visually impaired learners.
Abstract: Educational programs for students with visual impairments play a critical role in promoting inclusive and equitable learning opportunities. Despite growing scholarly interest in this area, a comprehensive understanding of the research landscape remains limited. This study presents a bibliometric analysis of research on school programs for visually ...
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Research Article
Quality Management Systems in Mongolian Higher Education: A Baldrige-based Case Study of the University of Finance and Economics
Issue:
Volume 11, Issue 4, August 2026
Pages:
123-140
Received:
10 June 2026
Accepted:
22 June 2026
Published:
12 August 2026
DOI:
10.11648/j.ijecs.20261104.12
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Abstract: This paper examines the quality management system of the University of Finance and Economics using a Baldrige-based assessment framework. Although quality assurance and accreditation have become increasingly important in Mongolian higher education, limited empirical research has examined how quality management systems operate inside universities as integrated institutional systems. Using survey evidence from 205 academic, administrative, and support staff members, the study evaluates seven Baldrige-based categories: leadership, strategy, customer focus, measurement, analysis and knowledge management, workforce, operations, and results. The empirical analysis combines descriptive assessment, reliability analysis, regression-based pathway analysis, multicollinearity diagnostics, Lasso robustness checks, and selected institutional performance indicators used as supporting context. The results show that the university obtained 745 out of 1,000 points, equivalent to 74.5%, indicating a relatively strong quality management system. Leadership, customer focus, and results are the strongest categories, while workforce and strategy are the main areas requiring further improvement. Cronbach's alpha values range from 0.884 to 0.967, confirming strong to excellent internal consistency across the seven assessment categories. The regression-based pathway analysis shows that leadership is strongly associated with strategy and measurement, while operations and customer focus are directly associated with organizational results. The estimated indirect pathway from leadership to results through strategy and operations is positive, suggesting that leadership contributes to institutional performance through strategic planning and operational implementation. The Lasso robustness checks support the stability of the main pathway relationships. The paper concludes that quality management in higher education should be understood as an interconnected institutional system rather than a compliance-oriented activity. For Mongolian universities, the findings highlight the importance of strengthening workforce development, strategic alignment, evidence-based decision-making, operational coordination, and stakeholder-oriented continuous improvement.
Abstract: This paper examines the quality management system of the University of Finance and Economics using a Baldrige-based assessment framework. Although quality assurance and accreditation have become increasingly important in Mongolian higher education, limited empirical research has examined how quality management systems operate inside universities as...
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Sameer Babu M
