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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]

The advent of artificial intelligence (AI) technology has ushered in an era of intelligent education, catalyzing profound changes in teaching methods and reshaping the roles of educators. This paper explores the intricate relationship between technology, education, and teachers by drawing upon relevant theories from the field of technological sociology, particularly the concept of "one skill for one person." It scrutinizes the evolving role of teachers in the context of artificial intelligence, delving into the mechanisms that underpin their functions in this rapidly evolving educational landscape. Through a historical examination of educational technology innovation, this paper delineates a three-tiered transformation in the relationship between artificial intelligence and university teachers, spanning from "technology exclusion" to "technology complementarity" and finally to "technology dependence." The paper used a mixed-methods strategy, combining qualitative and quantitative approaches. These phases illustrate the evolving synergy between human educators and AI, ultimately contributing to the modernization of the educational system and the enhancement of educational capabilities. This research sheds light on how the integration of AI can enhance the educational experience and empower educators, ensuring the continued advancement of education in the digital age. [ABSTRACT FROM AUTHOR]

Today, higher education institutions are focused on understanding which factors are associated with the failure or success of students to, early on, be able to implement measures that can reduce the low performance of students and even dropout. The retention rate is positively and negatively influenced by factors belonging to several dimensions (personal, environmental, and institutional). We aim to use information from those dimensions to identify students enrolled in a Computer Networks course at risk of failing the subject. Besides, this needs to happen as early as possible, to be able to provide the students, for example, with extra support or resources to try to prevent that negative outcome. For predicting the grade level on the first test, the best accuracy obtained was 55%. However, most C-level grades were correctly classified, with 63% accuracy in predicting the students that are most at risk of failing, which is one of our main objectives. As for the prediction of the second test's grade level, the best accuracy obtained was 89% and concerned data regarding the students' interaction with the LMS together with students' grades history. All the C-level grades were correctly classified (100% accuracy) and so we were able to correctly predict every student at a high risk of failing. Using the procedure described in this paper, we are able to anticipate the students needing extra support, and provide them with different resources, to try to prevent their negative outcome. [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]

Virtual reality's (VR) applications in education have been a topic of interest to the academia in recent years. Although literature expands significantly worldwide, the focus on education still presents a high number of opportunities to explore. In Latin America, the literature regarding the use of virtual reality is limited and not yet systematized. Therefore, the present study aims to provide an overview of Latin America's research publications regarding the use of VR in higher education. Using bibliometric measures and coding in Scopus and Web of Science (WoS) databases' outputs, we analyzed 126 papers, the majority of them from social sciences, followed by engineering, business, and medicine. Content tree analysis resulted in 5 dimensions: 'Functional aspects of using VR as a learning tool', 'Teaching strategies and methodologies using VR', 'Behavioral aspects of using VR as a learning tool', 'Outputs of VR use as an educational tool' and 'Competencies and readiness to use VR as a learning tool'. Most publications (74,6%) focus or present as one of the discussions the functional aspects of VR, such as access, viability, usefulness, virtual environment, the association with artificial intelligence, among others. [ABSTRACT FROM AUTHOR]

• Online learning presents unique challenges and can leave students feeling alone or isolated. • Online teaching requires staff to build connection through social and teaching presence. • The CONNECT framework provides teaching staff a suite of intentional strategies to enhance connectedness in 100% online learning environments. This article presents a framework designed for use at the course level to assist higher education teaching staff in increasing students' feelings of belonging and connectedness in a 100% online postgraduate nursing course. Using a deductive process spanning several years, the framework was developed to improve student retention and success by establishing clear strategies for academic staff to enhance student connection to course content, peers and teaching staff. Although the CONNECT framework presented in this paper was developed for use in a 100% online postgraduate nursing course, the strategies described can be applied or adapted to suit an online course in any discipline. [ABSTRACT FROM AUTHOR]

Higher education institutions in Indonesia are required to report their academic data to the national higher institution database (namely PDDikti) through a synchronization mechanism. Because the PDDikti database has been used as the reference for nationwide programs such as university ranking, diploma verification, faculty promotion, and tenure, academic data in their reports have to be valid, accurate, and up to date. Yet, data quality is an issue among higher institutions, while data governance is the heart of data quality. This paper investigates challenges encountered by a public university in Indonesia in implementing data governance and how to resolve them. The findings outline six main challenges in data governance implementation. [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]

• Using ChatGPT in education may reduce students' thinking abilities, and those who rely too much on technology may tend to abuse the technology. • As suggested by some educators, "Don't Ban ChatGPT in Schools. Teach With It," but this involves requiring students be educated against the malicious use of ChatGPT but ensure that they are taught to distinguish between fact and fiction and the consequences that could come with the use of ChatGPT. • Nurse educators may need to create more personalized and engaging learning experiences for students while streamlining administrative tasks and improving the quality of student feedback. • Nurse educators must be forward-thinkers and educate students to embrace AI and ChatGPT to optimize their potential and the cautions needed in using this technology. Chat Generative Pre-trained Transformer (ChatGPT), trained on big data, has the potential to be an excellent starting point resource for nursing students to expand their knowledge of basic information. This contemporary paper provides the responses given by ChatGPT for the authors' prompt on nursing education, teaching, and learning. The authors explored the challenges and opportunities of using ChatGPT in nursing education with four key prompts given to ChatGPT related to teaching and learning. The response from ChatGPT was supported by evidence of benefits and risks to nursing education and practice. Although ChatGPT is considered controversial, given the changing landscape, rather than banning ChatGPT, educators could adopt ChatGPT as a learning assistant. [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]

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]

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]

This paper evaluates the rise of "Generative Artificial Intelligence" (GAI) in its myriad forms, with the highest profile being the "Large Language Models" (LLMs). More importantly, it analyses the potentially disruptive impact of this ascendant technology on higher education and the global workplace. The findings of this paper indicate that students pursuing higher education tend to perceive GAI favourably, as it frees them from the toil of rote-learning. However, the view is rather mixed in the case of educators, who are still coming to grips with this seemingly disruptive technology. In the case of the global labour market, GAI has the potential to decimate legions of white-collar jobs once it eliminates inherent issues of biases, security and misinformation. Despite the media's constant labelling of GAI as a disruptive technology that has suddenly burst onto the technological scene, it is evidenced in this paper that the technology has taken nearly eight decades to reach today's level of technological advancement. Further, it is far from reaching its full potential, as it is still incorporating advances in pattern recognition, planning and problem solving, and quantum computing technologies. This study also warns of concentrating the power of this game-changing technology in the hands of a few major corporate titans. [ABSTRACT FROM AUTHOR]

Drawing on the Theory of Planned Behaviour (TPB), this study investigates the relationship between the perceived benefits, strengths, weaknesses, and risks of generative AI (GenAI) tools and the fundamental factors of the TPB model (i.e., attitude, subjective norms, and perceived behavioural control). The study also investigates the structural association between the TPB variables and intention to use GenAI tools, and how the latter might affect the actual usage of GenAI tools in higher education. The paper adopts a quantitative approach, relying on an anonymous self-administered online questionnaire to gather primary data from 130 lecturers and 168 students in higher education institutions (HEIs) in several countries, and PLS-SEM for data analysis. The results indicate that although lecturers' and students' perceptions of the risks and weaknesses of GenAI tools differ, the perceived strengths and advantages of GenAI technologies have a significant and positive impact on their attitudes, subjective norms, and perceived behavioural control. The TPB core variables positively and significantly impact lecturers' and students' intentions to use GenAI tools, which in turn significantly and positively impact their adoption of such tools. This paper advances theory by outlining the factors shaping the adoption of GenAI technologies in HEIs. It provides stakeholders with a variety of managerial and policy implications for how to formulate suitable rules and regulations to utilise the advantages of these tools while mitigating the impacts of their disadvantages. Limitations and future research opportunities are also outlined. • The international sample includes 130 lecturers and 168 students. • Integrates the strengths, weaknesses, benefits and risks of GenAI into the TPM model. • Strengths and benefits are related to attitude, social norms and perceived behavioural control. • Weaknesses of GenAI do not shape attitude, social norms and perceived behavioural control. • Mixed results for perceived risk of GenAI. [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]

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]

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]

This study explores the impact and potential of generative AI, specifically Open AI's ChatGPT, on the transformation of higher education, particularly in the domain of business education. Adopting a qualitative mixed-methods research strategy, this study employs a three-phased methodology consisting of a systematic literature review, semi-structured interviews with academics, and text analysis of opinion posts on professional platforms. This comprehensive approach lends a holistic perspective, integrating insights from both national and global contexts, thereby enhancing the study's methodological rigor and ensuring a nuanced understanding of AI's implications in the educational landscape. ChatGPT, with its personalized and interactive features, enhances pedagogical innovation, academic integrity, and experiential engagements in the teaching-learning-assessment (TLA) process, as revealed by these methodologies' central themes. However, potential obstacles such as plagiarism and diminished development of interpersonal skills were also identified. The findings have significant ramifications for academia and the evolution of AI in education, casting light on the practical benefits and obstacles associated with AI implementation. The study identifies unexplored research avenues to encourage further investigation in this field. This paper contributes to the emerging discourse on AI-enhanced education in business institutions by providing a comprehensive and multifaceted examination of the impact of generative AI on higher education. • Examined the potential of generative AI, specifically Open AI's ChatGPT, in business education. • three-phased methodology is applied to triangulate the findings. • findings have significant ramifications for academia and the evolution of AI in education. • paper contributes to the emerging discourse on AI-enhanced education in business management. [ABSTRACT FROM AUTHOR]

• The massification project led to the formation of a university-industrial complex. • Massification is achieved through a state-led spatial fix in newly emerging urban centers. • The developmentalist project created a diversely skilled surplus population. • Youth is entrapped within production sites, debt relationships, and local economies. Turkish higher education has been massified in a fast-paced reform wave through widespread proliferation of public universities in less developed cities, accompanied with the state-led student loan expansion since the early 2000 s. From a geographical-historical materialist lens, this paper elucidates the duplicitous character of the massification project, arguing that rather than democratizing the access to higher education, this transformation prioritized the benefits of local capital accumulation in the newly emerging urban centers to the detriment of the educated youth, entrapping the latter in unemployment, underemployment, and indebtedness, rendering them a diversely skilled relative surplus population. Based on two-year long qualitative research, the paper identifies three intertwined youth enclosures that have functioned as constitutive mechanisms of a spatial fix, forming what this paper conceptualizes as the university-industrial complex : physical enclosure of the university youth in emerging production sites as disposable cheap labour force, temporal enclosure of the graduates in long-term debt relations with the state, and finally social enclosure of the youth for their reproduction in predatory local economies of non-metropolitan cities. [ABSTRACT FROM AUTHOR]

Yemen witnesses a heinous war and continual conflict that devastates its fragile infrastructure. The country's development indicators devolve significantly, and, among other sectors, higher education and its quality have been imperiled. The objective of this paper is to explore the effects of war on the quality of higher education in Yemen from the standpoint of Yemeni scholars. This qualitative study is based on grounded theory design and used semi-structured in-depth interview methods to collect data from Yemeni scholars within and outside Yemen. The core questions focused on the impact of war, the actions taken by scholars, and the prospects of higher education quality. Seventeen diverse scholars were included in the study. The analysis of data outlined six war-related factors that affect the quality of higher education: attacks on scholars, financial constraints, corruption, human capacity shortage, poor research performance, and lack of physical capacity. Realities are reconstructed through descriptions of the trajectory of the war and its negative consequences on scholars and their endeavors. Quality as a sign of the good functioning of higher education institutions is not an exclusively sectorial issue. Actions and prospects need to fit within frameworks of national reconciliation, regional peace, and frameworks of international cooperation. Further research tackling other dimensions of education quality and including other stakeholders is needed. Rethinking and reforming Yemen's higher education system in its different aspects and challenges, are paths to peacebuilding and the recovery of the country. A roadmap prioritizing this reform is urgently needed. • The devastating effects of war were examined from the perspective of Yemeni scholars. • The endurance of scholars to cope with the situation was exposed, analyzed, and compared with other countries in the region. • A prospect for national, regional, and international actions was suggested. [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]

• Chinese university English teachers accepted cultural deficit discourses about CT. • Contradictions exist in the acceptance of deficit discourses and actual CT capacity. • Reductive assumptions about the ownership of CT need to be critically interrogated. • Professional development that challenges the deficit discourses is required. Critical thinking (CT) is established almost universally as a core goal in education, but continued association of practices involved in CT with education in the global north has constructed a discourse of deficit that underpins flows in higher education to institutions in the north, especially in the Anglosphere. The study presented in this paper is based on an analysis of the evidence of CT skills by a group of Chinese academics interviewed at the end of a short professional development program at an Australian university. Findings revealed that although participants voiced deficit discourses in relation to their own CT capacities and those of students and academics in China more generally, their responses to questions about any potential transfer of their learning to practice offered evidence of CT. We conclude that reductive assumptions assigning ownership of CT to particular groups or education systems need to be critically interrogated. [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]

In human geography, many of us are involved in community-engaged and activist research, much of which is inspired by deep emotional commitments to progressive change. Yet, the last three years have taken a toll on academics. Many in academia are anxious and burnt out, as the demands of the neoliberal university remain relentless despite the seeming collapse of the world around us. We have witnessed a radical restructuring of research, teaching, and praxis as the pandemic changed our ability to do in-person work. Building solidarity and enacting social change under these circumstances has been challenging, to say the least. And while the Covid-19 pandemic has illustrated the critical global interdependencies between all of us and inspired new forms of mutual aid and support, it has also inspired rising division and growing right-wing movements based on imaginaries of fear and insecurity. In this paper, I discuss how emotional geographies are inherently woven through all human experiences and interactions, but they are especially implicated in issues of social and spatial justice. Given ongoing global crises, I argue that holding onto emotions in academic research, teaching, and praxis is more important than ever. • Many in academia are anxious and burnt out, as the demands of the neoliberal university remain relentless despite the seeming collapse of the world around us. • While the Covid-19 pandemic illustrated critical global interdependencies and inspired new forms of mutual aid and support, it also inspired rising division and growing right-wing movements based on imaginaries of fear and insecurity. • Emotional geographies are inherently woven through all human experiences and interactions, but they are especially implicated in issues of social and spatial justice. • Given ongoing global crises, I argue that holding onto emotions in academic research, teaching, and praxis is more important than ever. [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]

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]

Numerous studies have investigated the relationship between the neighborhood environments and residents' health. However, other important settings, such as university campuses, have received little attention. This paper conducted a systematic review and synthesized existing empirical works examining the association between the university/college campuses built and natural environments and students' health. Following the PRISMA guidelines, we searched nine databases using keywords related to higher-education campuses and health-related outcomes. A total of 19 articles were identified, including fifteen cross-sectional studies, three experimental studies, and one longitudinal study. The majority of the studies were conducted in Asian countries and published in the past five years. The findings indicate that active transportation infrastructure, such as increased road intersections and better walkability, were found to be positively associated with students' physical activity. The natural environments, including perceived naturalness, blue space, and greenness was shown to support student's mental health and quality of life. Specifically, blue space was found to be the most preferred place for mental restoration, and scattered trees demonstrated a supportive effect in reducing depression symptoms. Even just viewing virtual trees had a restorative effect and feel less anxiety. Additionally, during the summer, tree shadows were identified as the most important factors for enhancing thermal comfort. This review emphasizes the crucial role of campus environments in promoting college students' health. Future longitudinal studies and investigations using multiple campuses would provide a more comprehensive understanding of this relationship. Such endeavors can contribute to the development of evidence-based strategies for designing and planning healthy campus environments that optimize students' well-being. [ABSTRACT FROM AUTHOR]