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Student Evaluation of Teaching (SET) instruments can be administered online or with paper and pencil. These procedures involve different interactions between respondents and instruments which could cause errors when administrators and researchers want to compare or relate online results with paper-based results. This study aimed to analyze if the Romanian version of the Student Evaluations of Educational Quality instrument presents similar psychometric characteristics regardless if it is completed online or by paper and pencil. Data was collected from two groups of students (N = 809). One group completed the SEEQ on paper-pencil support (312 responders, 38.6%). The other group completed the scale for the same teachers and courses, but online and one year later. Psychometrical checks and measurement invariance analysis suggested that the Romanian version of SEEQ has passed the internal validity and reliability test and presented configural, metric, and scalar invariance across the results obtained from both administration procedures. • Nowadays, SET instruments are administered online or by paper-pencil procedures. • The procedures involve different interactions between respondents and instruments. • Checking the measure invariance is necessary when using both SET procedures. • The SEEQ has good invariance indices across data collected with both procedures. • The SEEQ has a good fit for the Romanian population. [ABSTRACT FROM AUTHOR]

Knowledge of core academic vocabulary plays a major role in many gate keeping tests for higher education and is critical to successful academic performance. While researchers have described the linguistic characteristics of academic language use from a variety of perspectives, including the use of academic vocabulary, many of the investigations focus on the texts that students are exposed to or discuss how to teach those words. Yet, relatively few studies explore how students actually use these words in their scholarly papers. The goal of the present study is to investigate academic vocabulary use by non-native English speaker writers situated in a higher educational classroom setting. First, we explore relationships between the amount of academic vocabulary employed and the perceived quality of student writing. Second, we examine differences in the use of academic words across assignments, drafts, and levels of instruction. Results showed significant relationships between academic vocabulary use and essay scores in some text-types, and differences in the way academic vocabulary is used across text-types and levels of instruction, independent of the drafts. A closer analysis showed that rhetorical purposes have a strong impact on the amount of academic vocabulary used. Also, no difference between drafts calls for pedagogical considerations. [ABSTRACT FROM AUTHOR]

This study investigates how exposure to a field of study influences students’ major choices. If students have incomplete information, exposure potentially helps them to learn about the scope of a field as well as how well the field matches their interest and abilities. We exploit a natural experiment where university students have to write a research paper in business, economics, or law during their first year before they choose a major. Due to oversubscription of business papers, the field of the paper is assigned quasi-randomly. We find that writing in economics raises the probability of majoring in economics by 2.7 percentage points. We show further that this effect varies across subfields: the effect is driven by assignment to topics less typical of the public's perception of the field of economics, suggesting students learn through exposure that the field is broader than they thought. [ABSTRACT FROM AUTHOR]

Researchers have acknowledged that English-medium Instruction (EMI) instructors' professional development (PD) is crucial for promoting high-quality student learning outcomes, resulting in an increasing number of EMI PD programs worldwide across a variety of academic fields. Much research on EMI PD has focused on how to support EMI teachers rather than who can serve as teacher developers. This paper presents a glocalized EMI PD program designed collaboratively by experienced ESP teachers and EMI instructors in Taiwan's higher education. The study focused on a cohort from the medical and healthcare faculty, revealing significant improvements in their EMI pedagogical knowledge and self-efficacy. These enhancements were evidenced by increased skills and understanding related to EMI. Additionally, it highlighted the positive outcomes of dispelling EMI misconceptions, increasing awareness of effective language use in teaching, as well as addressing the nuances of EMI pedagogy and self-efficacy. The above findings suggest that ESP teachers can be leveraged as legitimate designers of PD programs to effectively address EMI university instructors' needs, given their expertise in ESP, disciplinary literacy, and cross-disciplinary collaboration. Therefore, this study serves as a valuable reference and springboard for the future development of EMI PD programs. • Leverage ESP educators' roles as designers and facilitators of EMI PD programs. • Demonstrate the positive impacts of a glocalized, blended EMI PD program on EMP faculty. • Mediate EMI pedagogical concepts, tools, and languaging skills in EMI training. [ABSTRACT FROM AUTHOR]

This commentary attempts to offer a practitioner's perspective on Chan (2019), which looks at how the communication skills of senior managers have changed throughout their careers. The findings of the study suggest that educators in ESP and higher education should prepare future leaders in a more long-term and holistic way so that they can become successful members of the business community. As they take up leadership functions, they will not only need an advanced proficiency of English but will have to use it as a lingua franca in business combined with relationship building, which requires relational language and soft skills. This repertoire will not only empower them but also create a company culture of trust and integrity for all the stakeholders. Educators in ESP and higher education need to prepare their learners to become holistic leaders and to overcome the challenges of workplace communication using English. This commentary discusses how Chan's findings could also be used to inform corporate training/coaching. It also provides tasks intended to support course participants in learning more about themselves, their own values, and their beliefs that are important for long-term relationship building. • A business English trainer's perspective on C. Chan's (2019) paper. • Language and communication strategies developed beyond formal learning. • English proficiency combined with soft skills and coaching throughout career. • Facilitating on-the-job learning via communities of practice and real-life experiences. • Long-term and holistic view for educators in ESP and higher education. [ABSTRACT FROM AUTHOR]

Schizophrenia occurs worldwide, and the health, and economic burden is substantial. As one of the common proxies of socioeconomic status (SES), education was reported to be associated with the risk of developing schizophrenia. However, there is no causal evidence about the relationship. This paper explores the health benefits of college education for schizophrenia. Based on exogenous variation in college enrollment across regions and cohorts induced by college enrollment expansion policy, we use instrument variable (IV) estimate strategy to estimate impacts of college education on the risk of schizophrenia with the data from Second National Sample Survey on Disability. We find that college education reduces the risk of developing schizophrenia by 4.2 percentage points. Some further analyses suggest the causal protective effect is only found among men, rural, and low-income individuals. These findings provide new evidence for the causal relationship between college education and schizophrenia, and add to the literature on the health benefits of education. [ABSTRACT FROM AUTHOR]

This study investigates the reference management practices of students, researchers, and academic staff at the University of Huddersfield. The aim of the research was to explore the role of reference management software within scholarly workflows, alongside other ways of managing information including both digital and non-digital practices. An online survey consisting of both closed and open questions was completed by 263 respondents, comprising undergraduate students, taught postgraduates, postgraduate researchers, and academic staff at the university. Quantitative data was used to generate a descriptive overview of the research sample and to contextualise the interpretation of qualitative data. Qualitative data from the open questions was analysed using reflexive thematic analysis to generate the themes presented in this paper. Quantitative data revealed a wide range of both digital and non-digital methods for reference management. While most respondents had tried using at least one type of reference management software, use of software was higher among postgraduate researchers and academic staff than undergraduates and taught postgraduates. Three themes were generated from the qualitative data: practices are unique and contextual; practices develop over time; and reference management software forms part of wider practice. Exploration of these themes led to recommendations for librarians to incorporate this understanding of reference management practices into information literacy teaching. [ABSTRACT FROM AUTHOR]

Abstract: Aim: In light of debates arising from recent developments in Irish nursing education, this paper analyses tensions in the positioning of nursing in academia in terms of notions of the sacred and profane, and the symbolic boundaries between them, and discusses the implications of this analysis for nurse academics’ identities. Background: The entry of nursing education to the higher education sector has occurred against a discursive backcloth of opposition which constructs nursing work as either sacred, and under threat from the academy, or profane, and unworthy of a place in it. Method: Conceptual resources derived from the work of Basil Bernstein are deployed to analyse the forces driving the loom weaving this discursive backcloth. These forces are conceptualised as deriving from deep-seated fears and anxieties sparked by changes in the strength of symbolically important boundaries between constructions of the sacred and profane in the fields of nursing and higher education. These constructions are explicated. Findings: Bernstein regards secure academic identities as inhering in strong boundaries between disciplines and between the fields of education and work. The transfer of nursing education from health to the higher education sector and nurse academics’ attempts to articulate a nursing-discipline specific knowledge base can be understood in these terms. This analysis challenges nurse academics who promote disciplinary eclecticism and those who legitimate academic nursing principally in terms of the acquisition of generic and transferable lifelong learning skills. Conclusions: To counter a discourse that constructs them as a profane presence in higher education, some nurse academics have articulated a discourse of legitimation that constructs (academic) nursing as a sacred endeavour. Whether this can provide the grounds of their legitimacy and the basis of their careers as distinctively nursing academics is unclear at this stage of nursing''s development as an academic discipline. [Copyright &y& Elsevier]

The paper studies the effect of politicians' education levels on government efficiency. Using data on Norwegian local government, the paper measures efficiency by DEA-productivity indicators and comprehensive indicators of service production. The identification of causal effects exploits close (within-list) elections to design an instrumental variable for council shares with higher education. Consistent with survey data, the estimates show that better-educated politicians induce higher levels of efficiency, particularly for old-age care services. A similar empirical strategy indicates that political experience has small efficiency effects. Educational misrepresentation has modest effects on fiscal allocations and is mostly canceled out by the efficiency gains. [ABSTRACT FROM AUTHOR]

Created in 2012 ORCID now enjoys global status as a Persistent Identifier (PID) in the academic community. The international literature has been generally positive towards this new piece of research infrastructure, particularly based on its obvious potential to aid name disambiguation. However, a small number of commentators have highlighted negative issues with ORCID, as well as the way in which they are increasing mandated by publishers, funders, and even employers. This research sought to critically evaluate perceptions of ORCID in the Technological University (TU)/Institute of Technology (IoT) sector in Ireland. This study adopted a mixed methods approach involving an online survey with academics in Ireland's TU/IoT sector and a survey of senior librarians. Reflexive thematic analysis was used to explore the qualitative data collected via open-ended questions. The results indicate that most lecturers have only minimally engaged with ORCID. Thematic analysis of responses from faculty identified six distinct themes. The majority of themes identified were negative towards ORCID, with many lecturers appearing unsure about its purpose, having only registered for ORCID because of external pressure. Faculty were also concerned that ORCID could facilitate external monitoring, as well as them being resistant to the effort involved in keeping an ORCID profile up to date. ORCID was also seen as a potential source of danger, although some lecturers had started to use their ORCID profile to promote their work. Perceptions amongst librarians were very different, with librarians notably more in favour of ORCID. Three themes were identified: name disambiguation, facilitation of linkages with other IT systems, and future potential. The paper offers a critical analysis of ORCID adoption in Ireland based on perceptions amongst two stakeholder groups, academics and librarians. [ABSTRACT FROM AUTHOR]

The article comments on the paper titled "Scholar Sends Sham Papers to Social-Work Journals to Show Weakness of Peer Review," by David Glenn,, which was published online on the Web site of the journal "The Chronicle of Higher Education." The paper tells about William M. Epstein, a professor of social work at the University of Nevada at Las Vegas.

This paper explores the new American Association of School Libraries (AASL) National School Library Standards relative to the information literacy pipeline as K-12 students reach university-level learning environments. Shifts in the standards, and therefore eventual shifts in this pipeline, are examined. The new school library standards integrate standards for learners, school libraries, and school librarians. This paper will focus exclusively on the standards for learners, as this is where the primary crossover between high schools and academic libraries takes place. Potential implications and future directions for academic librarianship, especially relative to information literacy instruction, are discussed. [ABSTRACT FROM AUTHOR]

Based on one's comprehension and interpretation of the original text, paraphrasing goes beyond a faithful account of the source text. Differing from previous research which has mostly focused on students' re-use of the source text, this study explores whether and how students paraphrase to express their own views. We examined 192 paraphrases identified by 18 advanced graduate students in their academic papers across disciplines at a North American university. Analyses of students' writing, their sources, and their own accounts present an exposition of writers' thinking and processes of paraphrasing featuring various types of linguistic adaptations and content recontextualization. The study suggests that paraphrasing by these advanced graduate students is a process of smoothly integrating the source information into the new text by syntactically restructuring, interpreting and recounting only the source text with relevance to the new text. During the process, the writer sometimes paraphrases to incorporate information in the immediate source text with that gained from prior readings. [ABSTRACT FROM AUTHOR]

The rise of microlearning both for professional training and in the field of education seems unstoppable. Nonetheless, there is a lack of evidence of its learning effectiveness and student satisfaction. The purpose of this paper is to uncover these two aspects of microlearning when taking part in a business education program. Its originality is that it analyses in depth a fast-growing EdTech startup that provides business training using microlearning methods, exploring the effect in terms of student satisfaction and learning effectiveness when combining a significant number of microlearning lessons to create a macro-learning course. Findings show that learning effectiveness is mainly explained by the reason for enrolling in this type of training and its applicability to the students' current jobs, resulting in four possible learning outcomes of increasing levels of effectiveness: entertainment, updating knowledge and skills, unexpected learning, and effective learning. This paper helps fill a gap in the research on learner satisfaction and microlearning effectiveness, finding that they are not necessarily guaranteed. It also has practical implications for designing, recruiting for, and implementing microlearning-based programs. Keypoints: Empirical research into microlearning effectiveness and student satisfaction in postgraduate business education. Exploring the effectiveness of macro-learning, or the grouping of a significant number of microlearning lessons into a learning program. Uncovering different levels of learning effectiveness and their antecedent conditions. • Seeking learning or curiosity drive reasons to enroll in microlearning. • The effectiveness of microlearning hinges on reasons for enrolment and relevance to job roles. • Two thirds of the participants in microlearning are satisfied covering their learning objectives. • Four types of learning outcomes with increasing effectiveness are identified. • Outcome types: entertainment, updating knowledge and skills, unexpected learning and effective learning. [ABSTRACT FROM AUTHOR]

Advances in Information and Communication Technology (ICT) bear the promise of multiple benefits, including individual and entrepreneurial empowerment. The prospect of harnessing ICT as a means of creating growth and development opportunities is particularly appealing in developing countries. Still, several factors, including digital illiteracy and gender inequality, hamper the possibility of effective and universal utilization of these opportunities, in extreme cases leading to digital divide, gender-based exclusion, poverty, and precarity. Using this observation as a springboard, the objective of this paper is to conceptualize and quantify the digital divide-gender-entrepreneurial orientation nexus as it emerges in the perception of Pakistan higher education students. Using a quantitative approach, this study identifies the impact of digital skills (and thus the knowledge inequalities that can determine the potential digital gap) on entrepreneurship-related technology adoption (as measured through Unified Theory of Acceptance and Use of Technology, UTAUT), whereby gender is treated as a moderator. The empirical findings, based on Structure Equation Modelling (SEM) and Multiple Group Analysis (MGA), show that digital skills and perceptions of technology capabilities have a substantial impact on the desire to use ICT in entrepreneurial activities. The influence of technology adoption intent on the development of entrepreneurial orientation is also confirmed. This paper adds to the broader debate on gender, digital divide and entrepreneurship. Importantly, by identifying some of the drivers behind students' technology adoption in a developing nation such as Pakistan, filled with technological and economic unbalances, the conclusions of this study will have conceptual, managerial, and policymaking applications, notably in terms of technological access, digital literary, and gender-based exclusion. • This paper examines the digital divide-entrepreneurial orientation-gender nexus among Pakistani higher education students. • Digital skills and perceptions of technology capabilities significatly impact the desire to use ICT for entrepreneurship. • The influence of technology adoption intent on the development of entrepreneurial orientation is also confirmed. • Results have managerial and policymaking applications about technological access, digital literary and gender exclusion. [ABSTRACT FROM AUTHOR]

Higher education institutions (HEIs) in both developed and developing countries are confronted with increasing pressure to enhance their effectiveness and efficiency while contending with diminishing financial resources and austerity measures. Reductions in governmental budgets allocated to HEIs have resulted in decreased investment in research and infrastructure. Concurrently, HEIs are expected by both societies and governments to demonstrate greater economic and social responsibility, actively engage in addressing local and national socioeconomic challenges and adapt their educational programs to the skills and competencies demanded by diverse industries. Against this background, quantitative operations research and management science (OR/MS) modeling techniques can offer support to higher education policymakers, university leadership teams, and other decision-makers to optimize performance, enhance quality, and minimize costs. Based on a systematic literature review, this study sheds light on the use of quantitative OR/MS modeling techniques in the OR/MS and higher education literature. • The paper analyzes 203 papers published across 94 journals before 2024. • It proposes a classification system for techniques used in the study of the higher education sector. • It provides specific examples of how these quantitative techniques are used in HEIs. • Several future research directions are outlined. [ABSTRACT FROM AUTHOR]

Under the current trend of curriculum reform in higher education worldwide, many institutions have taken the initiative to develop English for Specific Academic Purposes (ESAP) courses to cater for students' diverse needs for disciplinary learning and future professional practices. This paper illustrates the pedagogical innovations in an ESAP course to facilitate undergraduates' disciplinary learning at an international university in Hong Kong. Based on the data collected from students and discipline teachers, we, as the course developers, reflected upon the opportunities and challenges in implementing the revamped ESAP course. Our reflections reveal the importance of promoting flipped learning and peer feedback practices in the ESAP classroom and interdisciplinary collaboration between ESAP course developers and discipline teachers. This paper will be of interest not only to ESAP teachers but also to discipline teachers who intend to promote best practices for effective disciplinary studies through English teaching and learning in higher education. [ABSTRACT FROM AUTHOR]

The paper explores the recently launched initiative of the Kazakhstani government to establish a regional education hub in the country by providing an overview of the government's rationale, adopted policy documents, and some of the undertaken steps. In addition, the paper argues that a related initiative of creating an international research university in Astana was an important precursor of the regional hub idea. Drawing on the lessons from the creation of the Nazarbayev University the paper tries to forecast some of the possible challenges, which may face Kazakhstan's regional education hub and identifies some policy considerations, which could increase the likelihood of its success. • Several countries in Central Asia are becoming active in establishing regional education hubs. • In Kazakhstan the establishment of a hub was preceded by the creation of a world-class university with international partners. • Several lessons can be drawn from the experience in establishing a world-class university to create the regional hub. [ABSTRACT FROM AUTHOR]

Drawing on a transdisciplinary approach to critical discourse analysis, this paper looks at the case of Chinese higher education to explore how neoliberal ideology is constituted, recontextualized, and legitimated in the public discourse of Chinese universities in a socio-political context marked by the intricate integration of administration and politics. The analyses show how these universities have endeavored to respond to the economic imperatives of a globalizing knowledge-driven economy while strategically absorbing the socio-political governance agenda inherited from the state's institutional legacies. The findings suggest that the discourse of higher education in China is a highly contested space for competing ideologies, reproducing a narrative that facilitates the commodification of higher education and dismisses the contradictions between ideological values at the glonacal nexus. • Universities are portrayed as student-centered and socially responsible. • Students and knowledge are commodified as marketable products. • Universities have been transformed into entrepreneurial selves directed by an instrumental-strategic intent. [ABSTRACT FROM AUTHOR]

Linguistic expressions of interest as emotive responses are not uncommon in academic discourse but have hardly attracted any research attention. This paper reports on a study designed to examine how the deployment of such expressions in academic writing is mediated by an academic author's disciplinary background and gender. Drawing on a semantic frame developed for interest markers found in a corpus of 640 research articles sampled from four disciplines, corpus-based quantitative analyses were conducted on the incidence of the various elements of the Interest frame. Text-based interviews were also conducted with 16 disciplinary informants to explore considerations behind their use of interest markers. The corpus analyses found that although discipline and gender did not reliably predict academic authors' overall use of interest markers, they were robust predictors of several frame elements. The analyses of the interview data revealed that the observed quantitative differences were related to disciplinary knowledge-making practices, knowledge/knower epistemological orientations prevailing in the disciplines, gender-preferential discursive practices and an author's relative status in academia. • We examined linguistic expressions of interest in 640 research articles. • These articles were authored by male and female academics from four disciplines. • We developed a semantic frame with four frame elements to study these expressions. • Disciplinary background influenced the use of Trigger, Explanation and Degree. • Gender differences were found in the use of Explanation, Degree and Experiencer. [ABSTRACT FROM AUTHOR]

• Introduces a typology of higher education institutions (HEIs) created in Central Asia after the Soviet collapse in 1991. • Classifies new HEIs as 'external', 'hybrid', 'bi-national' and 'neo-Soviet' based on structure, founding actors, and funding. • In Kazakhstan, most new HEIs were private. New external norms showed efforts to create a different kind of higher education. • A blend of Soviet and external structures/norms in Kyrgyzstan is partly due to dependence on non-state sources of funding. • In contrast, institutional entrepreneurs in Tajikistan reduced uncertainty by modelling new HEIs on the Soviet-era template. Across the former Soviet space, governments have grappled with fundamental questions around how to build or re-form sovereign nations, how to deal with the legacies of the preceding Soviet era, and how to navigate intense globalization processes that were further stimulated with the collapse of the communist bloc in 1991. Structural reforms have extended to all aspects of society, particularly to social institutions such as higher education that had historically been very closely linked to the state. One response to change has been the massive expansion of higher education systems. The dramatic growth of the ex-Soviet higher education systems and the impact of the path-altering events of 1991 lead to the research questions this paper explores, which are, 1) To what extent did HEIs created between 1991 and 1996 represent a break from the Soviet past? and 2) How do patterns in the emergence of new HEIs compare across the former Soviet space? Using the cases of Kazakhstan, Kyrgyzstan, and Tajikistan, drawing theoretically from sociological institutionalism and methodologically from a comparative case study including in-depth interviews with 36 faculty members, this paper sets out a novel typology of four distinct patterns in the new HEIs that emerged in the first five years following the Soviet breakdown. These are classified as 'external', 'hybrid', 'bi-national' and 'neo-Soviet', each being distinguishable in terms of their organization, founding actors, and funding model. Through this comparative investigation, the paper elaborates on the dynamics of structural reforms in higher education. [ABSTRACT FROM AUTHOR]

Although work-integrated learning (WIL) programmes such as internships and placements can provide valuable opportunities for students from different disciplines to learn much about workplace communication, ESP research has not investigated how on-the-job learning of workplace communication during WIL can be facilitated. To address this gap, the present paper first illustrates how an eclectic and interdisciplinary approach was taken in designing a WIL module for some students at a university in Hong Kong, with a view to facilitating their experiential learning and informal workplace learning during their WIL and helping them to discover their workplace communication needs. The paper then evaluates the impact of the module, using data from the students' reflections on their WIL experience and a questionnaire survey that solicited their perceptions of the WIL module. It was found that the module, with its specially designed components, helped the students to learn proactively and enabled them to identify four aspects of their workplace communication needs, namely, 1) their target situation, 2) workplace discourse, 3) their current language skills and lacks, and 4) effective ways of learning workplace communication. Overall, the present paper argues that on-the-job learning of workplace communication is an area that warrants more pedagogical innovation and research attention in ESP. • The design of an eclectic work-integrated learning (WIL) module is illustrated. • The module facilitated on-the-job learning of workplace and business communication. • The students were guided to learn autonomously and proactively during their WIL. • The students discovered their own workplace communication needs and set goals. • More ESP research should be conducted on out-of-class, informal language learning. [ABSTRACT FROM AUTHOR]

With the introduction of COVID-19 vaccines, many colleges and universities decided to mandate vaccination for all students and employees. The objective of this paper is to empirically investigate the effect of the mandate policy on Fall 2021 COVID-19 cases in institutions of higher education. We construct a unique dataset of a sample of 94 colleges and universities in the east and southeast regions of the United States, 41 of which required vaccination prior to Fall 2021. A difference-in-differences analysis is conducted, considering vaccine requirement as a policy implemented only in a sub-group of these institutions. We control for several factors, including state-level case per capita and student population. Our analysis shows that mandatory vaccination substantially decreased cases in institutions of higher education by 1,473 cases per 100,000 student population (95 CI: 132, 2813). The results suggest that a COVID-19 vaccine requirement is an effective policy in decreasing cases in such institutions, leading to a safer educational experience. [ABSTRACT FROM AUTHOR]

Does COVID-19 challen04ge the persistence of neoliberalism? The pandemic and popular resistance to globalization seem to coincide, and there considerable discussion of neoliberalism within LIS now. First, this paper defines the centrality of the market as neoliberalism. With that in place, the remaining parts of the paper will explore and document phenomena in and related to academic libraries that instantiate how neoliberalism stubbornly persists. Second, the continuing reliance on generational cohorts to characterize incoming students – generation-ism– is a manifestation of categories of consumption and marketing. The influence of generation-ism on academic libraries is significant in the form of design pressures on space and to market the college experience. Third, where neoliberalism does tend to drive higher education investments in facilities, it results in the "lazy river" trend. This will be examined in direct contrast to the finance/space pressures on academic libraries. The paper concludes with a short discussion of these factors and what this analysis can tell us about academic libraries going forward into a post-COVID-19 era. [ABSTRACT FROM AUTHOR]

Loanable technology is an emerging specialized collection in academic libraries. An effective collection depends on several moving parts, including funding; space; a collection management strategy; and information systems, including web pages, to support access to the collection. The current study surveys websites from institutions carrying the Carnegie classification of "Doctoral University: Very High Research" to determine the existence and design variations of loanable technology websites. The paper notes tendencies and exceptions in the designs and develops a general design framework to guide future design decisions. The results offer design options and recommendations based on variations of affordances; the scope and variety of the items in collections; and the use of images, catalog records, and supporting documents. A structural analysis of design variations can thus enhance the coherence, completeness, and overall effectiveness of loanable technology websites. [ABSTRACT FROM AUTHOR]

Workplace cyberbullying is a significant problem in higher education institutions. This paper examines faculty self-reports based on victimization, coping, gender, and the Big 5 Personality traits. A cross-sectional survey was distributed via Qualtrics to obtain the perceptions of 179 faculty members. Prevalence results indicated that faculty victims experienced cyberbullying from colleagues/peers, administrators, staff, students, and external members. Results also demonstrate that university faculty are unaware of resources to address cyberbullying. The study found evidence of gender differences in cyberbullying victimization in higher education. Agreeableness and neuroticism were also related to experiencing workplace cyberbullying. The article concludes with a discussion of the study's implications and potential areas of future research. • Most faculty experienced cyberbullying from colleagues/peers, administrators, and students. • Cyberbullied faculty are not likely to report the incident, which make it difficult to be addressed in the future. • Females are more likely to experience cyberbullying across relationship types in comparison to male faculty members. • The personality traits of agreeableness and neuroticism related to workplace cyberbullying. [ABSTRACT FROM AUTHOR]

This paper presents the results of qualitative research on new practices (habitus) of researchers in higher education (HE) in Mexico during the pandemic in three institutions in the State of Sonora. The research focused on modified or new practices or habitus during the pandemic, the challenges those scholars faced, and their view on remote scientific production in this period. Bourdieu's concepts of Habitus, Discipline, and Socialization are instrumental in interpreting data. Data was collected through semi-structured interviews. The data were analyzed using coding and MAXQDA software. The main results refer to the individual, academia, and the constraint to produce knowledge. The results show that for individuals, habitus refers to the care of people. In the face of a health emergency, the focus is on it combined with academic, administrative, and research activities. Such weight is distributed unequally among the female gender; it is about caring for the family, attending research, and more work. In the case of academia, the specific tasks of some disciplines, such as economics, do not present restrictions on productivity, while others do. The regulations of Mexico's National System of Researchers, SNI constitute a rule that constrains researchers. We assume that it is the primary mechanism for evaluating his/her productive habitus. • Scholars had to modify the volume of research they were used to produce (most of them presented a decrease). • Remote work (academic activities overall) was met with hesitation and restraint by most of the participants. • Neither researchers nor institutions were prepared to work remotely. • Higher education institutions should comprehend the need to identify the areas of opportunity to enhance their scholars' production. [ABSTRACT FROM AUTHOR]

• Three different initiatives for online dissemination of nuclear energy culture are described. • An online university level course, series of webinars and a career event are reported. • The three initiatives share the great simplicity of conception and delivery. The paper reports about three initiatives that partly preceded and then followed the groundbreaking experience of the Covid-19 pandemic, by offering a university level course available online, a series of webinars and an online career event, all including educational content that pertains to the category of nuclear energy culture. These initiatives had different characteristics and varied content, but all share the feature to be prepared for online delivery with the intention to make sound nuclear related contents available to possibly interested audiences in a remote and both synchronous and asynchronous way. The first in chronological order of these initiatives was set up in a pre-Covid-19 period, when the use of online teaching was already insistently proposed and implemented in academy and industry as a powerful means to create contents available to a vast public of attendees; in that period, resistances and inertia to the introduction of these new means were anyway witnessed and an effort was made in order to propose online a classically structured university course. On the other hand, the other two initiatives benefitted of a post-pandemic environment, in which any doubt about the necessity, the feasibility and the effectiveness of such initiatives had been ruled out by witnessing the need to continue education and information during an unprecedented historical event that disrupted teaching schedules worldwide. The three initiatives and their outcomes are commented and general conclusions are proposed on the potential of distant teaching techniques in relation to its appropriateness in supporting the in-presence teaching to make nuclear energy culture available remotely without any remarkable loss in quality of the conveyed information. [ABSTRACT FROM AUTHOR]

• Findings highlight the importance of peer support and the possibility of participatory research approaches in catalyzing peer connectivity and agency among foster scholars in higher education. • Actions and advocacy associated with Participatory Action Research have benefits for students with foster care experience and can contribute to critical consciousness raising among those within and outside of child welfare and university systems. • Integrating youth voice and perspective to our existing body of knowledge about youth with foster care experience in higher education adds a critical, often missing perspective. • Universities, child welfare system professionals, policymakers, child welfare scholars desiring to create policy and practice more affirming of young people with foster care experience should center the voices and recommendations of youth with foster care experience in their decision making. This paper presents findings from a focus group conducted as part of a larger Youth Participatory Action Research (YPAR) study with a cohort of university students with experience in foster care. Six foster scholars (ages 18–21) participated in a research collective offered as a collaboration between the School of Social Welfare and the Educational Opportunities Program (EOP) at a large Northeastern public research university. Over the course of several semesters, students received an overview of research methods, evaluated existing research regarding the educational outcomes of youth with foster care experience, then designed an interview guide for a focus group that they later participated in. Focus group data was transcribed and then analyzed in two ways, first through thematic content analysis using ATLAS TI qualitative software, and simultaneously through participatory narrative analysis using an adapted version of Carol Gilligan's Listening Guide. The cluster of findings presented in this paper highlights co-researchers' experiences of a YPAR approach to research. Three themes emerged: validation of experience and peer support , connection to available resources, and YPAR as a tool of collective action and empowerment. An overview of the significant actions and change efforts associated with the YPAR process is also provided. Findings highlight the importance of peer support and the possibility of participatory research approaches in catalyzing peer connectivity and agency among foster scholars in higher education. Integrating youth voice and perspective to the existing body of knowledge about youth with foster care experience in higher education adds an important perspective needed to more holistically understand what resources and supports are most critical in ensuring their success. Recommendations are made for both universities and child welfare scholars desiring to center the voices and experiences of youth with foster care experience. [ABSTRACT FROM AUTHOR]

• This paper explores a contemporary trend of developing regional spaces in higher education, transcending national boundaries and promoting cross-border integration. • Using original data from the survey of 87 university international officers and interviews with seven policy-makers, this study charts the regional spaces in higher education in the Caucasus (Armenia, Azerbaijan, Georgia) and Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan). • The findings unveil a complex landscape of spatial identities marked by diversity and tensions. Various spaces, such as the European space, Eurasian Space, and commonwealth of independent States' Space, play significant roles, albeit to varying degrees across countries. • The European space is recognised as the most important space in higher education, highlighting its influence and relevance. • The study also observes the nascent development of immediate geographic spaces in central Asia and the Caucasus, where respondents express enthusiasm for collaborative efforts with neighbouring countries to advance common interests in higher education and research. One of the contemporary trends in global higher education is the emergence of regional spaces that transcend national boundaries, fostering cross-border integration and cooperation. This paper presents original data from surveys of university international officers and interviews with national policy-makers to explore regional spaces in higher education across the Caucasus (Armenia, Azerbaijan, Georgia) and Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan). The findings unveil a complex landscape of spatial identities marked by diversity and tensions. The European space is recognised as by far the most important space in higher education. At the same time, the Eurasian/the Commonwealth of Independent States' space(s) remain to be prominent in higher education, albeit to a varying degree in different countries. The study also observes the nascent development of immediate geographic spaces in Central Asia and the Caucasus, where participants express enthusiasm for collaborative efforts with neighbouring countries to advance common interests in higher education and research. [ABSTRACT FROM AUTHOR]

This short note outlines some of the rewards and frustrations that have arisen during my 40 years as a consultant in education – mainly, but not entirely, in higher education. It is a personal picture, with no pretence to be an academic paper. It is illustrated by references based on my own experience rather than references to the work of others. The note considers consultancy projects in two parts: first, the set up stage before the work really begins, and then the analysis stage. A primary problem in the set up stage is to determine with true clarity who is actually the 'client' for the work and who is the 'decision maker' about it. This is often no easy task and the answer is rarely simple – especially for projects that are commissioned and paid for by one party, but with the claimed intention being that they are for the benefit of another. During the work, conflicts of objectives can appear that were not apparent at the start, sometimes between the parties, sometimes within them. Difficulties can also arise from being a 'foreign' consultant, in terms of needing to understand – and to take into account, the local culture and ways of doing things – not least, interpretations of corruption. Sometimes an attempt is made to 'import' a solution developed for one country into another, which in my view is a disgrace. A very rewarding 'result' for any consultancy work is for the 'client' to think that the answer developed is 'obvious'. The note also reflects on the frequent uselessness of so-called 'hard data'. The paper concludes by drawing on the 40 years to say a few brief words about the world of higher education and the importance of leadership both by and within universities. This is followed by four examples of issues in education more generally which, in my view, have not yet been satisfactorily resolved. It concludes with a brief note on my views as to whether it was all worth it. It was! [ABSTRACT FROM AUTHOR]

Communicating the means and ends of internationalization can be daunting amidst competing agendas in higher education. This paper examines how elite global journals in social sciences deal with discursive dilemmas while addressing geopolitical agendas in the internationalization of post-Soviet higher education. In particular, this paper seeks to understand how the "prestige economy" agencies have shaped explanations of problems of the Soviet legacy in disparate national contexts of post-Soviet higher education. Under the growing resurgence of Russian imperialism, the study delves into claims and concerns of social scientists from post-Soviet republics, who remain on the periphery of the global "prestige economy," as well as in the subaltern position to the geopolitical agendas championed by the Russian government. While examining the research on geopolitics in the internationalization of divergent systems and institutions of higher education in the region, the paper also tries to shape a more nuanced analysis of the under-investigated tensions within the post-Soviet world. [ABSTRACT FROM AUTHOR]

The paper presents the results of the research on the influence of the COVID-19 pandemic on the dissemination of innovative e-learning tools in higher education. Research was carried out in Poland in December 2021 on a sample of 621 students. The main issue that was the subject of the author's analysis was the influence of the COVID-19 pandemic on the change in the use of innovative e-learning tools in university education. After conducting the research and discussing this and related research about e-learning during the pandemic, it was concluded that the percentage of students familiar with the analyzed e-learning tools has increased significantly during the pandemic. There has been a visible rise, especially in the usage of the following tools: MS Teams, Zoom, and Google Classroom. The most frequently used e-learning tools during the COVID-19 pandemic have been mainly videoconferencing tools such as MS Teams and Zoom. However, students also have used e-learning platforms and e-mails. The author's research identified three hidden factors (categories) of the used e-learning tools. They include the following categories: popular services and applications adapted to e-learning; popular applications for synchronous meetings adapted to e-learning; and other synchronous and asynchronous e-learning methods. The familiarity with information technology, as well as an interest in innovative e-learning tools, have positive influence on the ease of acquiring content in e-learning. Having the proper resources also positively influences the absorption of e-learning content. On the basis of the achieved results, the authors prepared a model of relations between students' interest in innovative e-learning technology and the resources they possess to participate in e-learning classes. This model enables us to assess which method—e-learning, traditional or hybrid—should be used in the given situation. The developed model can be useful for universities. They can assess the students' interest in innovative e-learning technologies and their level of technical resources using questionnaires and on this basis divide students into groups to prepare the optimal learning way—e-learning, traditional or hybrid. [ABSTRACT FROM AUTHOR]

Intercultural communication has become increasingly important due to the growing internationalization of higher education, even outside the English-speaking world. Similar to multinational corporations, academic environments are believed to be one of the best examples of a social space where English is a lingua franca. In this paper, we question this claim. Focusing on the case of foreign-born scholars who hold academic positions in Poland, a country where the number of international faculty members and researchers is low, we conducted 100 biographically oriented in-depth interviews about their work at Polish universities and their language issues. This sociological qualitative approach enabled us to identify both the domains where English fluency is an asset and the "black holes" (bureaucratic issues, teaching, research collaboration) where English language communication is either impossible or impeded. The study also identifies the facilitators (cultural intermediaries) and strategies (e.g., intercomprehension and niche lingua francas) used to overcome language barriers. • English is not the lingua-franca in Polish academia. • Fluency in English is not enough to develop an academic career in Poland. • Non-Polish scholars use 'facilitators' to work around language barrier. • Non-Polish scholars use niche lingua francas or rely on Slavic intercomprehension. [ABSTRACT FROM AUTHOR]

Scant research has centred on the wellbeing of librarians. This paper seeks to answer how do librarians in the Higher Education sector describe their wellbeing, including what enables and impacts it? An Adapted Interactive Model of Research Design (AIRD) (adapted from Maxwell, 2009) was used together with Contributive Research Method (Puig et al., 2018). Data was collected during an online satellite event where 97 people from 34 institutions in three countries participated, from which 57 contributed data to the study through a workshop presentation on maintaining wellbeing. During the online interactive workshop, data was gathered in a contributory a manner, using embedded digital tools Mentimeter, and Hypothes.is. Higher Education librarians in the study aligned with Diener's (1984) conceptualisation of subjective wellbeing when defining wellbeing. Data also surfaced a shared understanding of subjective wellbeing, and identification of impactors and enablers to the wellbeing of librarians in the Higher Education Sector. The study surfaced two key findings: firstly six enablers to wellbeing were identified; and secondly, the wellbeing of Higher Education sector librarians is heavily impacted by work intensification. The voices of librarians in the Higher Education sector have surfaced the need for inclusive wellbeing programs and strategies. [ABSTRACT FROM AUTHOR]

Previous scholarship has established a connection between information literacy and writing, highlighting in particular how writing theories could inform our understanding of information literacy. This paper continues this line of inquiry and discusses how information literacy and writing can mutually inform and support each other. Based on a review of major theoretical developments in both fields, this paper proposes a three-dimensional model of information-based academic writing (IBAW) in higher education that foregrounds information literacy as an integral part of the writing process. Specifically, the model illustrates how writing tasks situated in specific rhetorical, disciplinary, and information contexts activate one's knowledge base and generate information needs, which then guides the iterative information literacy and writing processes, as regulated by one's affective and metacognitive strategies, to generate new knowledge. The IBAW model, with the three dimensions and specific factors explicitly identified, also reflects truthfully the defining features of information literacy as contextual, process-oriented, value-laden, interactive, strategic, and always goal-oriented. As such, it also serves as a contextualized, process-oriented, and task-based model for information literacy instruction and development. Implications for how information literacy and information-based academic writing could be taught based on this proposed model are then discussed. [ABSTRACT FROM AUTHOR]

This paper explores the current state of open educational resources (OER) including notable library-lead and multi-institutional programs. The potential for OER and affordable course material creation and adoption programs to impact student retention and persistence is examined. Potential additional partnerships and future directions for library-lead programs are discussed as well as the framework necessary for assessing the impact of library-lead OER initiatives. [ABSTRACT FROM AUTHOR]

• Exploring how FiF students narrate the process of 'becoming' university learners. • The enactment of the movement from the periphery of the university community to the core. • Help seeking behaviours are strategic techniques which achieve fuller participation. • The ways that interacting with core members of the university widens participation. • Ways to create links between at-risk students and staff and peer mentoring programs. An integral part of the higher education (HE) journey is the act of 'becoming' a student, however students who are first in their families (FiF) to attend university have had limited exposure to the HE environment. Innovatively for research with this cohort, this paper draws on situated learning theory to examine how learning to become a university student occurs through participation within the university community of practice. Drawing upon in-depth interviews with FiF learners at the end of their degrees, i.e. successful students, the analysis describes students' movement from initial participation at the periphery of the university community to fuller participation. This paper offers practical insights into how we might support and engage this cohort to improve student retention. [ABSTRACT FROM AUTHOR]

Although past research has shown some differences between junior and senior employees' use of English for workplace communication, no studies have yet provided a long-term and holistic view of how professionals' use of English changes as they gain seniority, what language difficulties they encounter at different stages of their careers and how they overcome these difficulties. The present paper addresses this gap by exploring the changing language and communication needs of three senior Hong Kong business professionals as they rose from junior positions to their present rank. It seeks not only to understand the workplace English needs of senior executives per se but also to shed light on university graduates' long-term workplace communication needs. The informants' stories about their careers, spanning over 20 years, illuminate their changing roles vis-à-vis technical financial genres since graduation. The stories also illustrate the difficulties met by the informants when tackling non-technical genres, which call not only for advanced English proficiency but also for tact and diplomacy. Overall, the present paper shows that a long-term view of the workplace communication needs of business professionals can provide insights for ESP research and practice, as well as for higher education institutions that aim to nurture tomorrow's leaders. • The experiences of three senior Hong Kong executives reveal changes in their language needs. • To these executives, technical, financial genres have never seemed particularly difficult. • Certain non-technical workplace genres have proved challenging to these executives. • General proficiency, genre awareness and soft skills are important for senior executives. • To nurture future leaders, educators should address university students' long-term needs. [ABSTRACT FROM AUTHOR]

The fact that the world community is engaged in pursuing the Sustainable Development Goals (SDGs) means that an unrivalled opportunity is provided to universities, both in respect of teaching and in research, on individual SDGs, as well as in pursuing their "third mission" linking up with external stakeholders and society. However, not many universities have realised that and many are falling behind. This paper explores the many advantages of the introduction of the SDGs into teaching and suggests that it can catalyse the engagement of students in Higher Education Institutions (HEI) with the concepts of sustainability. The paper fills in a research gap by surveying the current state of the art regarding the theme, presenting current data outlining the extent to which HEI are using SDGs to support their sustainability work. The reasons why some institutions are currently not engaging is also shown. The paper, which consists of a worldwide survey deployed to collect data on the SDGs and sustainability teaching at universities, concludes by providing some recommendations aimed at encouraging further engagement of HEI in incorporatingSDGs as part of their teaching programs. This research is unique in the sense that it provides for the first time offers an overview of the level of emphasis selected universities currently place on the SDGs. Finally, it provides a contribution to current state of knowledge by outlining some actions universities may take, to move forward with their implementation. • The implementation of the Sustainable Development Goals (SDGs) at universities is still on its infancy. • The SDGs may assist universities to better relate with external stakeholders and society. • A greater involvement of students may be achieved by the integration of the SDGs in teaching. • More systematic efforts are needed to increase the presence of the SDGs in higher education institutions. [ABSTRACT FROM AUTHOR]

The use of income contingent loans (ICLs) for Higher Education (HE) students is becoming increasingly prevalent around the world. Using a model of simulated lifetime earnings for graduates, in this paper we show that the impact of the design of ICLs on the magnitude and distribution of government subsidies is highly dependent on the institutional setting. In particular, the average debt level as a share of average earnings is a key determinant of the impact of various policy parameters. The variance of earnings within the graduate population is also shown to be a determinant of ICL taxpayer costs. This paper is the first comparative exercise of impact of the design of ICLs in different settings, and the findings are highly relevant to countries looking to implement or reform their student loan systems. [ABSTRACT FROM AUTHOR]

This paper explains why under laissez-faire the financing of higher education is both inefficient and inequitable. It is argued that a government-run scheme of income contingent loans (ICLs) for higher education would achieve superior outcomes. We advocate a refinement of existing ICLs schemes. Following Apps, Long and Rees (2014), the paper proposes a piecewise-linear repayment schedule that serves both equity and efficiency objectives. [ABSTRACT FROM AUTHOR]

Internationalisation of higher education has increased the number of EAL students studying in Anglophone countries, including Australia. Required English language proficiency tests (e.g., IELTS) do not reflect discipline-specific terminology nor prior learning necessary for successful study. Furthermore, anatomy study, the focus of this paper, requires an extensive terminology, predominantly derived from Latin or Greek, that creates significant learning challenge for all students, particularly EAL students. This pilot study was based in a large first-year anatomy course at an Australian university, with >30% EAL students. To address challenges for EAL students (as identified by teaching staff), translanguaging pedagogies were implemented through repeated cycles of action research. Translanguaging approaches, beyond simply translation of resources, employ EAL students' full linguistic repertoire in the classroom to support acquisition of discipline content and the target language. Collaboration between the teaching team, a translanguaging expert and past EAL students identified specific translanguaging strategies for implementation. These strategies included a translanguaging workshop for teaching staff, encouragement of students' use of home languages and targeted translated documents. A mixed methods approach was applied to evaluate the implementation. Initial findings show a positive response from both staff and students with additional reflections for future implementation and transferability to similar educational contexts. [ABSTRACT FROM AUTHOR]

• Student support services staff act on implicit knowledges and understandings embedded in university processes and practices. • Non-deficit understandings are essential in the design and delivery of support services if student equity is to be achieved. • Identifying and embedding practices supporting social justice will improve university retention of equity students. • The student services matrix model shows how universities can identify and embed support practices that assist equity students. University provision of student support services sits at the interface between universities and the broader community. The success of Australian inclusive education funding imperatives requires a revised model of support to improve access and retention. Using a Foucaultian discourse analysis and the notion of 'contingency', data from interviews with 'student support services' staff in four Australian universities was interrogated to determine the most accessible and effective services for equity students. This paper introduces the Supporting a Diverse Student Body matrix which sets out principles, strategies and characteristics for supporting the needs of equity students and service access and delivery preferences of diverse student bodies. The matrix provides a useful basis for universities to consider their own student support practices and signpost a pathway for change. [ABSTRACT FROM AUTHOR]

The Australian financial planning sector has seen recent regulatory changes introduced to address misconduct. One such introduction surrounds increased levels of mandatory financial adviser education. This paper examines the Banning orders between March 2015 and March 2023 to identify relationships between levels of misconduct and education. Analysis of findings supports the validation of education requirements and outlines identifying properties assisting consumer decisions to avoid those advisers affiliated with misconduct. This research further explores avenues to develop the sector's professionalism. [ABSTRACT FROM AUTHOR]

This paper estimates the impact of accountability scores on Brazilian higher education. We implement a regression discontinuity design to explore a natural experiment resulting from the federal rules for assigning quality levels to undergraduate programs. We test whether program quality is sensitive to negative reinforcement, such as punishments imposed when a minimum threshold is not attained. The findings indicate that program administrators exhibit a positive response to the prospect of punishment by enhancing program quality in the subsequent evaluation cycle. The primary drivers of this advancement – infrastructure, teaching and learning evaluations, faculty dedication, and the proportion of faculty with a Ph.D. degree – are largely under the administrators' direct control. However, quality indicators less subject to administrative manipulation, such as student performance and value-added measures, exhibit minimal change. [ABSTRACT FROM AUTHOR]

• Students appreciate UDL affordances of group work activities where different strengths and interests are valued. • Accessible digital technology and in-person learning time facilitate effective group work. • Design of learning activities needs to understand and align with learner motivation. • UDL-informed group work enables students to use a range of modalities to negotiate social and cultural diversity. • Support needs to be sensitive to diverse international students' transitioning to different learning traditions. International students face many challenges transitioning to post-graduate study in UK institutions. Students often need to adapt to a range of cultural practices and curricular norms, often without the differences between UK and their home countries being made explicit. Building on Vygotskian concepts of scaffolded learning and the importance that group interaction plays within learning, this research reports on an initiative to embed Universal Design for Learning (UDL) principles through group work to develop research skills within a research methods module on an international Masters in Education programme. This small-scale case study across two campuses, with 11 survey respondents and nine focus group participants, analyses questionnaires and focus group interviews and yields important theoretical insights into the interaction of UDL components. The three UDL principles of multiple choices of learning materials, learning activities, and expression of learning outcomes each impacted on the other. The study also provides significant findings about hybrid learning at a crucial point in its development post COVID-19. Technology played an enabling role as students used a range of modalities to negotiate social and cultural diversity. However, the study indicates that on campus learning time is indispensable for students to fully access the power of digital technology. This paper contributes to advancing the understandings of international education and its interactional challenges and opportunities. [ABSTRACT FROM AUTHOR]

Education hubs represent the third generation of crossborder education activities, which emerge onto the landscape of our more globalized world. As a new phenomenon in higher education, education hubs are appearing in different locations around the globe. In the literature on education hubs, most research studies have focused on Southeast Asia and Middle East. To address this gap in the literature, we seek to explore the emergence of China as an international education hub, especially with respect to its impact on development. Against the backdrop of China's national strategy to develop its international competitiveness in education, we conduct case studies of three education hubs in China: (i) the International Collaborative Education Exemplary Zone by the International Campus of Zhejiang University (iZJU) in the Yangtze River Delta; (ii) the International Higher Education Demonstration Zone in the Guangdong-Hong Kong-Macau Greater Bay Area; and (iii) the International Education Innovation Pilot Zone in the Hainan Free Trade Port. Overall, our paper draws implication on how education hubs developed through university-industry-government collaboration can help the region to shift to a knowledge and service-based economy, and gain a competitive edge within the country and beyond. • Education hubs represent the third generation of crossborder education activities, which emerge onto the landscape of our more globalized world. • We seek to explore the emergence of China as an international education hub, especially with respect to its impact on development. • Against the backdrop of China's national strategy to develop its competitiveness in education, we conduct case studies of three hubs in China. [ABSTRACT FROM AUTHOR]