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As institutions, schools hold a place of significant value for their stakeholders. Selznick (1957/1984) recognised that institutions require a particular type of leadership that is concerned with the promotion and protection of values. Although not a new theory, institutional leadership has not received much attention by both researchers and practitioners since its formation, which has given way to the more familiar concepts of transactional and transformational leadership. A systematic literature review was carried out to survey what enactments of institutional leadership are taking place in different institutions and what impact Selznick's theories still have on leadership practice. A thematic analysis of the literature found institutional leaders acting in five areas: (1) managing institutional identity, (2) leading followers, (3) managing the external environment, (4) organisational management, and (5) management of the self. The findings could be useful to school leaders who seek to adopt a leadership style that ensures the survival of their institutions.

Inclusion classes (IC) are one of Greece's most crucial educational inclusion policies. This paper explores the institution of inclusion classes as a supportive educational framework for students with special educational needs and/or disabilities (SEND) for their inclusion in the mainstream education system through teachers' conceptualisations. In this research, interpretive phenomenological analysis was used. Nine teachers of inclusive education in primary schools were involved in the study. The results showed that teachers had approached inclusion classes as closed structures with specific clinical criteria for selecting students with SEND and facing institutional barriers. At the same time, participants stressed through their discourse that the attitudes of school community members depend on the characteristics of students with SEND, which sometimes leads to their stigmatisation and categorisation and raises issues of educational and social exclusion. An implication of existing policies is the necessity to incorporate fully inclusive education principles and establish a learning framework of functional emancipatory pedagogical practices.

"Re:Tension" is a short 20 minute film that follows Thapelo, a bright and capable university student, on a day where he is unwittingly forced to question the judgements of his tutors and peers, and delve deeper into his own actions, choices and beliefs. "Re:Tension" addresses the topic of institutional racism and the gap in student retention amongst BAME (Black, Asian and Minority, Ethnic) students within British universities. The film was inspired by analysing statistical data that highlighted the unexplained dropout rate of BAME students as well as attempting to provide real insights into unconscious racial harassment within the higher education system and micro-aggressions that often go unnoticed. To accompany the film, a toolkit, developed by Senior Teaching Fellow Syra Shakir in collaboration with Ricardo Barker, uses the film and the aftermath debate to openly challenge racism and discrimination. It encourages group discussion around accountability and responsibility, this journal hopes to describe how this work has been adapted to bring these challenges to the attention of degree apprentices at Leeds Trinity University, with the aim that it will empower them to challenge such inappropriate behaviour within their workplace and take positive action. (Ricardo Barker, 2021)

Institutional change is being called for to renew higher music education (HME). But what institutional pressures, specifically, are driving these calls, and how are HME organisations responding to pressures to change? By turning to institutional theory, we lean on the concept of institutional isomorphism to shed light on how HME organisations may be navigating pressures to appear legitimate in the field to secure organisational survival. Drawing from a comparative case study of two HME organisations from Norway and the Netherlands, in which strategic plans and interview transcripts with students and professors have been analysed, we discuss how change processes are intertwined with an organisational quest for legitimacy. The findings suggest that there are overarching pressures to change in the field of HME and that variables in the institutional environment indicate how processes of change may unfold. Finally, implications of this unveiled landscape are discussed.

Many workshops about identifying, understanding, and responding to microaggressions have been designed and delivered to learners within health education. However, few workshops implement an antiracist pedagogical approach, and none presented in the literature have been created specifically for occupational therapy students. Anti-racist pedagogical approaches explicitly link interpersonal and institutional/structural oppressions to ensure that the impacts of microaggressions are not minimized by focusing solely on interpersonal interactions. A specific workshop is needed to address the noted persistence of racial microaggressions directed at clients, families, students, and practitioners within occupational therapy contexts and due to the embeddedness of practitioners in clients' daily lives. To address the gap in curricular intervention tools, a workshop was designed and implemented. The workshop was delivered to master's professional entry-level occupational therapy students with the goal of raising knowledge of racial microaggressions and confidence to actively respond when microaggressions occur in their classroom, fieldwork, and future practice. This workshop was developed and delivered using an anti-racist pedagogy and a transformative learning approach within the occupational therapy curriculum of a Canadian university. This paper presents the content, process, and pedagogical underpinnings of the workshop and introduces a trauma-informed and strength-based model for responding to microaggressions. When introduced through an anti-racist pedagogy, we demonstrate how a workshop on racial microaggressions provides an opportunity to teach occupational therapy students key tenets of racism and anti-racism as they manifest in and beyond occupational therapy. An anti-racist approach can inform pedagogical planning for microaggression workshops delivered across and beyond health education.

This article responds to the rise of the micro-credential movement. It evidences the heightened attention politicians, policy-makers and educational leaders are giving to micro-credentials by framing the discussion in several recent high-level policy developments, an exponential growth in the number of academic publications and the increasing level of interest shown by popular media. It follows that micro-credentials appear to be high on the change agenda for many higher education institutions (HEIs), especially in the post-COVID-19 environment. However, the emergence of the micro-credential raises several crucial questions for educational leaders, set against fear of missing out. Importantly, the paper identifies a significant gap in the literature regarding leadership and strategic institutional responses to micro-credentials. Indeed, there is a dearth of literature. Leadership is crucial to the success of any educational change or innovation, so five key questions are presented for institutional leaders. They challenge institutions to make strategic decisions around how they engage with and position micro-credentials. If micro-credentials are part of an HEI's change agenda, then serious consideration needs to be given to the type of leadership and internal structures required to develop and execute a successful micro-credential strategy. Consideration must also be given to fit-for-purpose business models and how to mitigate potential risks. We hope to bring these strategic questions to the table as institutions plan, envision and develop their micro-credential strategies.

Educators are crucial for student success in higher education, yet they often experience high levels of occupational stress which threaten their wellbeing. Informed by a conceptual framework initially developed for addressing worker wellbeing in the healthcare sector, another sector where workers experience high levels of occupational stress, this article explores how educator wellbeing is influenced by factors within the teaching environment, institutional environment and the external environment. Through an integrative review of existing literature, this article synthesises their findings to identify work system factors, individual factors, and outcomes and consequences of educator wellbeing across these domains. The resulting framework offers practical guidance for universities to identify, assess and respond to potential threats to educator wellbeing, ultimately enhancing the prospects of student success and meeting organisational goals without compromising the wellbeing of educators.

With resource sharing staff staying an average of 3-5 years, capturing policies and procedures to facilitate onboarding and strengthen institutional memory is key in building consistent workflows. Creating documentation was a multi-stage process executed over several years. Initially, the staff supervisor wrote office policies and assigned staff to write step-by-step guides for common workflows. These were kept in shared storage and evaluated and updated periodically. During pandemic closures, mind-mapping in MindManager aided gap analysis to prioritize areas of the workflow not yet documented. Most recently, this documentation moved into Microsoft Teams which both limits inadvertent alteration and facilitates searchability.

The field of student affairs has seen an exodus of staff members over the past few years. Employee attrition, however, is not a new problem in student affairs. This grounded theory study aimed to understand why student affairs professionals leave the field. Based on interviews with student affairs professionals who left the field between March 2020 and March 2022, we developed a departure model that describes participants' experiences from their interest in and socialization into the field to their departure. Our model highlights how the conflicts between personal life, values, and approach to work and institutional policies, practices, and leadership rooted in white supremacy decreased participants' commitment to staying in the field over time. While our model focuses on departure, it also points to opportunities for disrupting current practices and transforming the working conditions in the field to attract and retain a diverse staff of student affairs professionals. In sharing implications, we take a both/and approach, highlighting how we can disrupt white supremacy culture and decolonize higher education and how we can foster student affairs professionals' ability to navigate the current cultural norms and environments.

This study estimated the direct and indirect contributions of mentorship and institutional support (IS) to academic staff's research productivity (RP) at a public university in Cross River State. Two mediator variables--collaboration and institutional culture (IC), were introduced to determine their roles in the nexus between the predictors and the criterion variables. The quantitative research method was adopted following the correlational research design. "Career Empowerment and Research Productivity Questionnaire (CERPQ)" was used for data collection after validation by experts and reliability test. Three hundred twenty-seven copies of the CERPQ were administered, but 303 were retrieved. Mediation-based analysis was performed using structural equation modelling following the research questions and hypotheses. Amongst others, findings revealed that mentorship had a non-significant negative contribution to the RP of academic staff; mentorship only promoted RP among academic staff when it was followed by positive IC and collaboration. IS had a non-significant positive contribution to the RP of academic staff. The joint mediation of collaboration and IC was significant in the nexus between mentorship and RP and between IS and RP of academic staff in the public university. Collaboration was the most important factor directly associated with the RP of academic staff and also partially mediated the contributions of other variables (such as mentorship and IS) to the RP of academic staff. The results of this study can be useful for universities seeking to enhance the research productivity of their academic staff. The study highlights the importance of considering multiple factors that may influence research productivity and suggests that institutions should prioritise fostering a supportive and collaborative environment for academic staff to maximise their research productivity. The study can also inform the development of mentorship programmes and the creation of institutional policies that support and promote research productivity.

This study aims to shed light on the role of the university as a space contributing to (re)production and even to the reification of social relations of race. To do this, we sought the views of 30 students enrolled in first-year undergraduate studies to analyze how institutional racism occurs through microaggression interactions, i.e. subjective or overt racism expressed by individuals or through institutional practices, understood as indirect processes that may have unplanned effects on racialized groups via feelings of inequitable treatment. These students were born to immigrant parents from Haiti and sub-Saharan Africa. This article shows that, despite a denial of systemic racism by the Québec government, our data do reveal unequal social relations of race in the daily lives and practices of academic institutions. Students, through their words, tend to emphasize the existence of a boundary linked to power relations between those they name as Whites and Others. They relate incidents of microaggression, which seem normal or banal for the majority group, often taking the form of humour, which constantly bring them back to their otherness, their social positioning vis-à-vis power relations, which they describe as inferiorizing. They also highlight the perception of these boundaries at the institutional level in the choice of staff hired, in the whitewashed image of the institution in promotional materials, in the predominance of formal and hidden ethnocentric or racist curriculum, and in student life.

Although undergraduate (UG) computer science (CS) programs are increasingly engaged in diversification efforts, this work is rarely critically informed or assessed. We conducted a qualitative secondary analysis of interviews with 55 campus leaders at four U.S. institutions of higher education, to examine how diversity initiatives broadened the participation of undergraduate Students of Color (SoC) in CS majors. We found that racial equity work happened predominantly in three types of "counterspaces" - professional conferences, campus identity centers, and student organizations - that explicitly centered and affirmed students' racialized identities, provided community, expanded students' professional and academic networks, and supported students to navigate the racial exclusion prevalent in their classes, the department, and in industry. However, our framework of "diversity ideology" exposed how counterspaces and their leaders of Color operated with little to no support from computing departments, were peripherally positioned outside of broader diversity efforts, and were ultimately inhibited from transforming the dominant culture in CS that privileged whiteness. We argue that studying and amplifying the intentional, impactful labor performed by counterspaces is necessary to address persistent racial disparities in computing.

Empirical educational research nearly universally tacitly assumes that people attend college only in order to improve their likely earnings. Thus, it ignores the immense cultural importance ascribed to education (and particularly higher education) in modern culture, or at least proceeds as if this cultural valorization is irrelevant to individuals' educational decision-making. I first review how an economistic model of action informs all dominant theories of educational decision-making, and then suggest how institutional theory can provide a richer account of the college transition. Drawing on in-depth interviews with first-time, first-year community college students, I illustrate this approach through a 'thick description' of individuals' emerging educational orientations. I find that attending college reflects both instrumental goals and moralized conceptions of educational attainment. The decision to attend community college was informed by conceptions of college costs, a limited understanding of grant aid, and loan aversion. And I identify three educational dispositions among entering community college students which map onto institutionalized organizational pathways through the community college itself.

This paper presents key findings from a study that aimed to critically examine the practice of outdoor education in the Republic of Ireland. It consisted of 10 months of fieldwork across four public Outdoor Education and Training Centres (OETCs). Data were generated through participant observation, informal conversation, as well as centre websites. Findings from the thematic analysis are presented in the form of a creative non-fiction story - principally to protect the identities and centres involved. The findings were then interpreted through the theoretical lens of McDonaldization. Considering the dearth of outdoor education research in Ireland, McDonaldization provided a lens through which it was possible to more deeply understand how rationalisation has affected Irish public outdoor education practices. The discussion explores practices inconsistent with the stated Irish definitions of public outdoor education and the paper concludes with suggestions as to how the McDonaldization of outdoor education may be countered.

Background: Academic role (undergraduates, professors) and institutional context (liberal arts colleges, research universities) may affect how ethical psychology professors' behaviors seem. Objective: This study assessed whether academic role and institutional context related to ratings of professorial behaviors' ethicality. Method: A national sample (N = 608) rated 70 professorial behaviors (e.g., "unethical in virtually all circumstances to ethical in virtually all circumstances") across four domains: teaching, grading, relationships, and professional procedure. Results: G-test of independence analyses yielded differences across academic role (student, professor) for 57% of teaching behaviors, 50% of grading behaviors, 63% of relationship behaviors, and 52% of professional procedure behaviors, although the difference was often a matter of degree rather than kind (ethical or unethical). Differences across institution type (liberal arts college, research university) were largest for relationship behaviors (25%) compared with teaching, grading, and policy behaviors (5%, 0%, 4%, respectively). Conclusion: The data highlight the need for professors' transparency and reinforce calls for the APA Ethics Code to consider context when defining ethical standards for psychologists' behaviors. Teaching Implications: The data set can enhance undergraduate education about the APA Ethics Code and spark discussion about sampling (e.g., limitations of this study are homogenous samples, including high-achieving undergraduates).

Taking the "Learning to 'tell Chinese's story well'" narrative prevalent in policies as a starting point, this article draws on data collected from a provincial university and delves into the institutional involvement and support in response to the state's international higher education policies. By foregrounding the underlying structures of power and control, I illustrate the mechanisms by which the policy was translated into and implemented through the practice of the hidden curriculum -- an integrated approach of 'listening', 'watching' and 'telling' at the meso level, where international students' aspirations were shaped (or not). This 'implementation study' offers a valuable contribution to the growing scholarship of recent policy studies, especially in the Chinese context, and thus adds to understandings about how the official discourse becomes integral to mid-level institutions' routine and everyday practices and processes. The implications of China's experiences and the direction of further study are discussed.

The purpose of this article is to describe how education can serve as a changing and liberating process for adults with long-term mental illness. Semi-structured interviews were conducted with 22 participants in Life-knowledge and Creative courses at a Swedish Folk High School. Five themes emerged in the interviews: (i) A meaningful social context -- to undergo change with others; (ii) Self-awareness via non-violent communication -- to change one's self-image; (iii) Creating as rehabilitation -- change through aesthetic learning processes; (iv) To function better in everyday life -- to receive confirmation of change; (v) Opportunity horizons -- to change hope for the future. The conclusion is that the Folk High School environment and the educational courses can contribute to an increased sense of well-being in the present. The liberating process primarily impacts the participants' self-stigma positively as long as this takes place in environments where the participants have experience of not being exposed to social stigma, either at home or at the Folk High School. The participants do not entertain future life plans that extend beyond the context of Folk High School, but when examined in the light of their situation before they enrolled at Folk High School, the liberating process is still noticeable.

In a world characterised by supercomplexity, in which higher education (HE) is in the grip of neoliberal market forces (Barnett, 2000), it is incumbent upon participants in this sector to ask; what does it mean to belong, and to what? 'Belonging' has become a buzzword used by institutions to seemingly demonstrate how they seek to include students and help them 'fit in' to specific cultures and contexts of learning. A sense of 'belonging' may be important for some students at an emotional level; however, in the context of the neoliberal university, we argue that focussing on this concept may have the effect of encouraging students to assimilate to the dominant culture. More subtly, it could be noted that this is part of an ongoing process of inculcating students to the beliefs, values and normative behaviours associated with neoliberalism, arguably reproducing and exacerbating many of the social challenges threatening education, democracy, ecosystems and ultimately our ability to survive on this planet. This theoretical paper challenges the notion of belonging, problematising it as a neoliberal construct of 21st century HE that insidiously invokes a particular notion of 'community' which functions to prioritise domestication and conformity to social and economic expectations of a higher education driven by an agenda of employability, entrepreneurialism, and acquisitive individualism. We propose a more meaningful conception of 'belonging'; based on engaging students in changing their world so as they may belong in the world authentically. We contend that belonging holds greater promise as a means of self-actualisation, liberation, and a way to develop authentic 'critical being' (Barnett, 1997) whereby students develop belonging and are not "…subject to the world but able to act autonomously and purposively within it" (ibid. p.4).

Since 2011 the School of Media and Communication at RMIT University has been actively supporting an ethos of belonging throughout their learning and teaching. In 2017 'belonging' became a formal university priority, embedded in the institution's strategy and dispersed across Colleges and Schools through a range of activities and interventions. However, in the supercomplex COVID-19 landscape, practices of belonging are being reconsidered and reimagined for online learning environments. This paper outlines some of the reasons why belonging should be prioritised during times of intense change and complexity. We outline a range of responsive initiatives that have assisted staff and students as they rapidly shifted to a learning and teaching environment. Indeed, given our grounding in the field of media and communication, we seek to demonstrate that embracing supercomplexity through a disciplinary focus can in fact be productive for staff and students alike. Through this discussion we demonstrate how a belonging strategy at the institutional level can be translated as embedded practice at the level of the discipline and within micro-level classroom interventions.

This study examined the degree of the influence of school environment and school heads managerial skills on school's performances. Using a correlational method of research, a total of 115 school heads, 1044 teachers, 115 pupils, and 115 parents of public elementary schools in the 6th Congressional District of Negros Occidental, Philippines was chosen as study participants. An expert-validated and standardized questionnaire was used for data collection. Results show that school environment was moderately favorable while the school heads' managerial skills and schools' performances were very high. Results further revealed that school heads' managerial skills and school environment relates to school performance, however, the relationship is not significant. Although results hold that school heads exhibited managerial skills in a favorable school environment, but this does not mean that it has influence on schools performance as reflected in this study. In this regard, the study suggests examining other factors that might influence school performance.

Student affairs practitioner-scholarship has the potential to transform higher education and improve the lives of students; however, it is rarely cultivated on college campuses. Instead, many practitioner-scholars struggle with systemic barriers to their success, much of which can be linked to the influence of neoliberalism in higher education. In this paper, we make a case for the imperative of institutional leadership to actively encourage practitioner-scholarship through the elimination of systemic barriers. We build on our own experiences as practitioner-scholars and share anecdotes that relate to our challenges and successes in pursuing and producing scholarship. We close by offering recommendations for institutional leaders and higher education faculty members.

Universities around the world are undergoing a marketisation process in order to respond to consumer-oriented demands. Despite priority shifts, universities have remained traditionally hierarchical and elitist. Moreover, a new and growing generation of academic researchers has found it increasingly difficult to integrate in academia. Systems and patterns of behaviour breeding cultural narcissism, intended as a value and cultural system characterised by an investment in false self-projections backed by Machiavellian attainment, exist and appear to thrive in academic institutions. This organizational adaptation for survival is now embedded in higher education and interlinked with mobbing, workplace bullying and academic misconduct. The problematics we are witnessing today in many academic settings (high rates of mental health issues, widespread research misconduct scandals and loss of credibility of academic research) are a by-product of an organizational narcissistic culture. Amidst economic shifts, it might seem reasonable to adopt measures aimed at increasing assets, invest in highly entrepreneurial academics who attract financial resources to universities and use any means to salvage the reputations of educational institutions. Yet these strategies might be promoting and perpetuating value systems that are undermining academic integrity, and therefore contributing to the scientific credibility crisis and failure of these institutions.

Higher education has a dual responsibility, both to the academy and to society at large, to effectively confront racism on campus. And yet, in the United States and perhaps elsewhere, it fails to effectively confront racism as the result of systemic flaws, expressed as organizational intransigence, even as new "supportive and protective" structures are created. Thus, the central question raised by the anonymized, composite narrative case study at the core of this paper is as follows: To what extent, if any, do the familiar organizational structures of higher education, encompassing both leadership and management processes, reinforce or resist racism on campus? Consistent with other social science researchers, the authors believe that richly contextualized narrative cases help to bridge the world of ideas and conjecture and actual situations. We used an iterative process spanning three months for drawing our case, involving a back-and-forth communication of actual experiences involving campus racism. The resulting composite narrative provides a richly contextualized situation drawn from real life, while still preserving anonymity. We regarded this later aspect as crucial for making possible the close examination of an ethically challenging situation that might otherwise remain invisible due to sensitive information. Our analysis focused on campus responsiveness to the challenge of racism within a mechanistic organization, rooted in structuralism, versus an organic organization, rooted in post-structuralism. Four aspects of a more organic university design are identified as key to bringing about meaningful, ethically sound change within the academy: deep, reflective listening; a more horizontal, consensus-based leadership structure that empowers professionals at various ranks; freedom within a framework; and a broadly shared, continually reinforced focus on overarching principles, goals, and ideals.

To contextualize the myriad of teaching development efforts available to faculty, this large-scale study of nearly 4,500 faculty at four-year institutions broadens our understandings of who participates in teaching development practices, how their participation relates to their institutional environments, and how their participation connects to their use of effective teaching practices. Results show some notable patterns by academic field, social identity, the type of courses taught, and institutional characteristics. The overview of educational development participation in this study gives strength to positive findings from smaller-scale research studies and provides a solid base for more specific studies of these practices.

In this paper, we examine how evolutions related to the fragmentation of labour markets, the flexibilisation of work and employment conditions, and the multiplication of teacher training models and teachers' roles in schools, are contributing to reshaping teachers' careers. Drawing on interviews with teachers and senior leaders from 8 schools in London, our analyses highlight six career patterns and their embeddedness in the changing institutional environment of labour markets for teachers. Our results help renew the dialogue between research on teachers' professional lives and on teachers' labour markets. They have wider implications for knowledge on the fragmentation of the teaching profession, beyond the London case.

Our global era invites research on teacher reflection that is grounded in local contexts and enriched by cross-regional collaborations. Teacher professionalism is a shared global interest that is shaped by unique cultural factors in local settings. This study examines Chinese and U.S. undergraduate teacher education student views on the criteria for and standardised measures used to assess teacher professionalism. Data analyses of participant products, specifically group rubrics and individual reflections, involved constant comparative analyses to highlight convergent and divergent themes in student conceptions of teacher professionalism within and across the U.S. and Chinese university contexts. Findings demonstrate similarities and distinctions across participant views on the professional knowledge, skills, and dispositions involved in becoming a teacher, and reveals teacher professionalism as a dialectic among contexts, standards, and persons. Context distinguishes professional practice in ways that bring meaning and relevancy to local student needs. Standards provide a shared foundation for global discourse around key elements of a profession. Maintaining a person-centred view helps ensure assessment practices keep education's broader civic goals central. Engaging in international dialogue on the meaning of teacher professionalism across regional cultures expanded understandings of professionalism, and how it may be fostered and evaluated more effectively in teacher education.

Based on a qualitative study of school-to-university transition focused on working-class first-generation university students, the aim of this paper is twofold. First, it illustrates the multiple intertwining dimensions of the process of moving from school to university within an 'open-door' admission policy context such as the Italian one. Second, it emphasizes the role of students' social networks and secondary school institutional habitus in differentiating how working-class students experience university decision-making. Using a Bourdieusian framework, this paper show that family habitus and cultural capital influence the decision to transition to university. However, the paper also shows that these influences are mediated by schools' institutions according to their positions within the Italian tracking structure. In this respect, it is argued that institutional habitus constitutes a relevant heuristic to provide deeper understanding of barriers encountered by working-class students to access to university and to acknowledge the existence of important dimensions of differentiation among these students.

The aim of this study is to determine the organizational and environmental contexts that affect the distributed leadership behaviours of school principals working in primary schools in Turkey. A phenomenological research approach has been adopted and data was collected via semi-structured interviews conducted with 15 primary school principals. Maximum variation sampling strategy is used in recruiting participants and the collected data was analysed using content analysis. The results suggested that legislations, school culture, parents' and students' culture, national culture, and centralized and bureaucratic structure affect the attitude school principals distribute the leadership in schools. School principals generally do not want to share leadership with teachers or parents. While the justification about teachers is based on their reluctance to take responsibility or the negative competition between them, the justification for parents is based on the potential of parents' leadership to be a threat towards social justice at school. In addition, the law puts more responsibility on school principals, pushing them to become the leader of the school. However, school principals do not have as much authority as responsibility at schools. Thus, the hierarchical structure that intensifies the power in the center will provide more effective control over the school.

This study investigates differences in academic satisfaction among undergraduate international students studying at international branch campuses (IBCs) and their home campuses, considering student stage of study, gender, and institution. It draws on data from 2,145 undergraduate international students enrolled at four home campuses and their six affiliated IBCs that responded to the 2018 International Student Barometer (ISB). Results indicate that international students studying at IBCs were significantly less satisfied with their academic experience--including constructs of academic and teaching quality, academic environment, and academic engagement--than international students studying at the associated home campuses. Results have important implications for how institutions carry out internationalization amid uncertain times; in particular, ensuring that the unique experiences of students are understood and considered in the planning and provision of transnational education.

With the upsurge of private schools, parents are struggling with a variety of schooling options. Given the exclusionary nature of privatisation, the market has led to the reproduction of social inequality amidst a plurality of choice. By mapping the school choice process, the article aims to explore school choice in the varied socio-economic milieu in a village in Punjab. Based on the qualitative data collected with the help of semi-structured interviews and focus group discussions (FGDs), the study draws linkages between the determinants of school choice and the positionality of parents. The findings of the study dissect the simple yet complex process of school choice along common factors, that is, teachers, quality of education, learning environment, English education and private tutoring. Drawing upon the nuanced analysis of these factors with parental socio-economic background, the study argues that it is important to understand the varied expectations, aspirations and challenges of parents from diverse sections to comprehend the school choice process.

Over the past decade discontent in Flemish universities with the increased work load of faculty members has risen. This study is the first to examine how many hours a week senior researcher (postdocs and faculty) in Flemish universities actually work. The data used stems from the 2010 Survey of Senior Researcher conducted among senior researchers at the five Flemish universities. 1195 respondents provided information on their working hours. Senior researchers worked on the average 50.4 hours a week, with 12% reporting to work more than 60 hours a week. The number of hours worked varied significantly with rank, where respondents in more senior ranks reported to work more hours. Once one controls for rank any gender differences in number of hours work disappear. We did observe a significant trade-off between the time spent on various activities. Postdocs spent more time on research than the other ranks, and senior professors spent more time on service and administration. Respondents from the humanities, and to a lesser degree from the social sciences, spent more time on education than respondents from other disciplines. This study confirms that senior researchers at Flemish universities work long hours, and that the number of hours spent on various activities is largely a reaction to demands from their institutional environment.

Retention of students in university or other postsecondary education programs is a common problem for many institutions, with retention from first year to second year of study being particularly problematic in Canada and the United States. A number of factors are known to affect retention, and a number of measures have been identified which can help improve retention. Kuh (2008) has developed a list of high-impact educational practices that increase student satisfaction, success, and retention. One key method that helps students adjust to the transition from high school to university is a first-year experience course. This article describes a course called "The First-Year Experience: Mapping our Communities," designed on a theme of asset mapping. The metaphor of mapping allowed us to carefully and intentionally integrate a variety of layered pedagogical goals with a number of Kuh's high-impact strategies. The mapping metaphor extended from physical mapping of the university campus as a space to the mapping of academic and social resources, including mapping of the students' sense of self and goals, their new environment, and all the assets available to help them succeed. To provide students with a critical analysis of their own knowledge and skills and their limits, the theme of asset mapping also encompassed different world views and perspectives. Our research assesses the success of this course at meeting its many intertwined goals, based on both quantitative and qualitative data collected from students in two recent course offerings.

This study explored the organizational culture, organizational commitment and job satisfaction of the faculty members of the St. Paul University System (SPUS). This study employed a descriptive and correlational research design. The data gathered were analyzed and interpreted using frequency and percentage distribution to confirm statistical assumptions and to describe the participants' profile in terms of the identified variables. The weighted mean was used to interpret the responses obtained from the use of the Likert's scale. The regression analysis was used to determine the best predictors of job satisfaction and organizational commitment while Pearson and Chi-Square were used to determine the degree of relationship between the variables. The results of this study indicate that there is a significant positive relationship between job satisfaction and organizational culture. It was also found out that job satisfaction predicts organizational commitment. The results of this study will be a basis for the SPUS to strengthen the organizational commitment and explore various ways to raise the level of job satisfaction of the faculty members of the respondent-institutions.

Despite a climate of fiscal scarcity, higher education institutions are making big investments in campus consumption amenities while reducing instructional expenditures and growing increasingly reliant on tuition revenue. Few empirical studies exist exploring why universities increasingly invest in these amenities; however, one compelling explanation is that in an increasingly competitive market universities use amenities as a means of attracting students. Using resource dependency theory, this article examines these investments through the lens of marketization of public services. A unique dataset of HEI investments in cultural consumption amenities from 2000 to 2016 is used to estimate the effect of investing in cultural consumption amenities on various student-level outcomes. The evidence suggests that consumption amenities investments are associated with an increase in the yield rate (the proportion of admitted students who choose to enroll in the institution) and a decrease in the percentage of students paying in-state tuition. Also, higher-value investments are associated with a modest increase in out-of-state tuition, a decrease in in-state and out-of-state fees, and an increase in SAT scores. Taken together, the findings suggest that cultural consumption amenities investments may help attract more lucrative students and students who are strongly considering enrolling (as indicated by their application).

Institutional progress, stability, and viability require a firmly established culture, through which the distinguishing features of enduring school traditions, customs and practices remain congruent with existing educational demands. This phenomenological inquiry attempts to explore the individual and collective lived experiences of thirteen (13) purposively selected private school principals in the Philippines relative to the significant effects of humor which render the institution stable and viable, and its members -- creative, productive, reliable, and united. Through individual, semi-structured and in-depth interview, present findings yielded the Brick-Layering Model of Humor Use in the Building of School Culture that identified six distinctive effects of humor use on culture-building, namely: leveling, adapting, linking, unifying, prompting and perpetuating, which correspond to the six important contributory factors in the development of school culture, namely: demographics, environment, external support, heritage, leadership and core values. The emerged model can guide school leaders in formulating guidelines, implementing principles, initiating meaningful activities, adopting relevant practices and optimizing the use of both tangible and intangible resources to advance the development of a positive school culture.

Higher education researchers have defined the need of feeling connected to a place or community as a sense of belonging or a student's ability to connect to campus through support systems, positive interactions, and mattering (Hurtado & Carter, 1997; Strayhorn, 2012). A student belonging to or within an institution has been associated with achieving educational outcomes and success (e.g., social acceptance, faculty relationships, and engagement in extracurricular activities; Vaccaro & Newman, 2016). These definitions, however, often center the experiences of White students. Despite Black women's persistence and ability to excel within predominantly White institutions (PWIs) (Patton & Croom, 2017; Porter & Byrd, 2021), institutional actions (or lack thereof) have not supported Black women's mattering. Black women students endure covert sentiments of marginalization and overt actions of violence. From being rendered invisible in classroom spaces and student organizations (Hannon et al., 2016) to being escorted out of classrooms by campus police (Patton & Njoku, 2019), Black women must navigate the very institutional spaces that celebrate their graduation statistics, yet simultaneously perpetuate their erasure. The purpose of this article is to trouble whether Black women can truly and fully belong in these institutional spaces and among individuals who preserve historical legacies of their exclusion. Christa Porter's positionality as a Black woman who has navigated PWIs as a student, administrator, and faculty member grounded her approach to this study.

The expansion of higher education in Taiwan has significantly increased the number of college students, including substantial growth of those studying at the master's degree level. While prior research indicates that the quality of institutions affects students' achievements, there have been no empirical investigations of how college experiences shape students' educational aspirations for pursuing graduate education. In this study, we applied hierarchical generalized linear model analytics to national student survey data to examine the factors that contribute to students' aspirations for pursuing graduate and professional education. The results revealed that gender, admission types, minority status, financial support, SES, academic preparation, college choice, education expectations, college experience domain, and social integration were significantly related with institutional quality, which further affected progression to the next level of education. The findings highlighted the importance of collegiate experiences and suggested that institutions should provide supporting services for students in the profession of student affairs.

Purpose: Much of the existing literature note how students' academic difficulties result from their background and lack of cultural capital. This paper aims to focus on internal structural inequality where people with particular backgrounds are disadvantaged within an institution. Design/methodology/approach: The authors use a case study approach to understand how an in-built faculty programme, Business for Success (B4S), mitigates institutional inequalities. Findings: The study's findings demonstrate that students need services to get accustomed to university, settle in and transition to professional work. Student services are both dependent (such as bridging courses, peer mentoring and internships) and independent (such as ongoing communication, resource loans) on the stage of their studies. Originality/value: This paper contributes to theory and practice by developing a process framework that policymakers could use to design holistic support programmes and improve students' transition to university, learning and professional work.

This paper develops and applies the emergent concept of institutional transphobia to explore the barriers to transgender research in early years education. It argues that institutional processes embed and disguise the logic of transphobia by drawing on dominant, taken-for-granted claims of the inappropriateness or irrelevance of gender-focused education interventions that challenge cis-normativity and heteronormativity. Drawing on the barriers and difficulties experienced through a PhD journey, the paper explores how institutional transphobia was evident in the seemingly neutral reasons for denying site access and ethics approvals, divergent institutional ethics requirements, the tensions between individual support and institutional processes, and the expectations on research higher degree students. The paper concludes that current processes and priorities must be challenged and replaced with an institutional mandate that explicitly values and welcomes transgender research as a priority.

In this instrumental case study, we explored the experiences of working mothers in student affairs and how their situated realities are shaped by institutional and professional norms, including commonly understood written and unwritten practices. We conducted interviews and focus groups with 21 mothers working full-time at a research-intensive university in the South. We crafted themes to illustrate how ideal worker norms, inequality regimes, and the maternal wall were persistent concerns for the mothers in our study. Mothers had to make decisions based on inadequate institutional policies while the institution simultaneously benefited from skills they imported from motherhood to student affairs work. Given the condition of federal and state policies, we offer implications for institutional and unit changes to better meet mothers where they are, accommodate their unique needs, and provide pathways for them to continue contributing meaningfully to the field.

In terms of data, young people who have been adopted are an invisible population in Northern Ireland schools. With increasing knowledge of the impact of being an adoptee and adverse childhood experiences, and greater understanding of the importance of attachment, more research into the school experience of adopted young people is necessary. This study aimed to capture the perspective of adoptees aged 16-21 years on the impact of being an adoptee and their experience of mainstream school in Northern Ireland. Data was collected through one-to-one, face-to-face interviews with nine participants. Interviews were recorded, transcribed and analysed thematically using NVivo. The findings were in keeping with the main themes identified in a review of international literature exploring the experience of adopted children in school. While every participant's experience was unique, common challenges in school, as a result of the impact of their early life experiences, could be identified. How teachers responded to the needs of the participants was a key determinant in their overall experience of school. The study revealed that not every member of staff or school provided the support and understanding that was needed and this had a detrimental impact on the participant's emotional well-being and their ability to thrive. However, when the staff and culture of the school was informed, empathetic and supportive, participants overcame challenges and experienced success.

University student wellbeing is increasingly seen as a concern, and as demands on university staff time for research, teaching, leadership and pastoral support also increase, this is mirrored in concerns about staff wellbeing. Dominant sectoral narratives frame student and staff wellbeing as oppositional, with initiatives to support student wellbeing positioned as creating additional practical and emotional demands on staff time and resources. Using a large qualitative dataset collected in the UK, including staff and students, this paper argues that that this does not have to be the case. Instead, there is a need to look beyond the provision of reactive services or isolated individual interventions, to proactively and cohesively embed cultural and structural change across the whole institution to support positive wellbeing outcomes for the whole university community. We report on the intrinsic interconnection between staff and student wellbeing; the importance of formal institutional policies in supporting or impeding staff and student wellbeing; access to training interventions to support staff and student wellbeing as a practical manifestation of these policies; and the impact of workplace culture and the centrality of compassion and community. The paper finds that it is important that institutions within higher education acknowledge and respond proactively to both staff and student wellbeing issues. To do so, institutions should seek to foster a sustainable and effective academic environment with a whole university approach.

Background: A substantial literature has established the role of the inner organizational setting on the implementation of evidence-based practices in community contexts, but very little of this research has been extended to the education sector, one of the most common settings for the delivery of mental and behavioral health services to children and adolescents. The current study examined the factor structure, psychometric properties, and interrelations of an adapted set of pragmatic organizational instruments measuring key aspects of the organizational implementation context in schools: (1) strategic implementation leadership, (2) strategic implementation climate, and (3) implementation citizenship behavior. Method: The Implementation Leadership Scale (ILS), Implementation Climate Scale (ICS), and Implementation Citizenship Behavior Scale (ICBS) were adapted by a research team that included the original scale authors and experts in the implementation of evidence-based practices in schools. These instruments were then administered to a geographically representative sample (n = 196) of school-based mental/behavioral health consultants to assess the reliability and structural validity via a series of confirmatory factor analyses. Results: Overall, the original factor structures for the ILS, ICS, and ICBS were confirmed in the current sample. The one exception was poor functioning of the Rewards subscale of the ICS, which was removed in the final ICS model. Correlations among the revised measures, evaluated as part of an overarching model of the organizational implementation context, indicated both unique and shared variance. Conclusions: The current analyses suggest strong applicability of the revised instruments to implementation of evidence-based mental and behavioral practices in the education sector. The one poorly functioning subscale (Rewards on the ICS) was attributed to typical educational policies that do not allow for individual financial incentives to personnel. Potential directions for future expansion, revision, and application of the instruments in schools are discussed.