Search

The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a "marathon" of writing, editing, revising, and submitting their publications within a specified period. This active-learning approach is considered a high-impact practice by engaging students in research dissemination through a collaborative project. This study sought to evaluate the feasibility and acceptability of a virtual Paper Chase exercise. We conducted the Paper Chase with six teams led by multidisciplinary faculty (with 24 undergraduate students and four graduate students). All participants were given pre-and post-surveys, with both open- and closed-ended questions. Results indicated that the process increased cooperative and problem-solving components of group work attitudes, increased participants' confidence in writing skills, increased understanding of research processes and that participants appreciated putting their skills immediately into practice. Participants identified strengths as well as opportunities for improvement in online modules and facilitation. The process was effective in that half of the manuscripts were submitted to peer-reviewed outlets within 90 days of the event. The positive evidence for learning in the virtual Paper Chase model supports future applications and may strengthen the involvement of students in research dissemination. Additional research may expand upon the findings by assessing group work dynamics, quality of final products, and conducting the process in a hybrid model. [ABSTRACT FROM AUTHOR]

Compared to the abundant generic research on technologies and education, few studies focus on the scope of whether the technologies used meet the expectations set forth in international reports and to what extent technology contributes to transforming educational practice. Our objective was to identify and analyze the characteristics of educational practices that are being developed in higher education and to assess the value that technology brings to educational practice. We conducted a systematic review of academic papers published in scientific journals: a corpus of 1,207 articles from six journals included in indexed databases (JCR and SJR), selected using Google Scholar Metrics. According to the various records screened, the study we present is based on 49 articles, published between 2018 and 2019. We conclude that beyond their reproducible, enriching, or transformative nature, most of the articles analyzed address the improvement of students' performance, engagement, or self-perception, in which they positively value the experience of learning mediated by digital technology, although they do not have an impact on the transformative value. [ABSTRACT FROM AUTHOR]

The objective of this study was to identify and characterize the reading and writing tasks that university students perform to learn, taking into account the discipline (sciences vs humanities) and the support used (printed vs digital). Four hundred and four students completed an online questionnaire that included 13 tasks which involved reading-writing to learn the contents of the subject. The tasks varied according to their level of complexity, the number and type of sources needed, the level of composition required and the degree to which the information from the sources was processed. Students indicated performing, with higher frequency, tasks that promoted more superficial learning. Humanities students mentioned carrying out tasks that promoted deeper processing. Regarding the format of the materials used, science students reported using the digital format more frequently. However, printed support seemed to be more commonly used when students performed tasks to learn in a relatively superficial way the contents of the subjects. By contrast, students used the digital format to perform complex reading and writing tasks. [ABSTRACT FROM AUTHOR]

Sociologists have shown that moral understandings of market exchanges can differ between historical periods and institutional settings, but they have paid less attention to how producers' moral frameworks vary depending on their unequal positions within both markets and institutions. We use interviews and ethnographic observations to examine the vibrant market of research shops selling academic work to students around two of Uganda's top universities. We identify three groups of researchers—Knowledge Producers, Entrepreneurs, and Educators—who construct different professional identities and moral justifications of their trade, and who orient their market action accordingly. We demonstrate that these identities and moral frameworks reflect an interplay between the institutional contexts and the social class positions that researchers occupy within this illicit market. Knowledge Producers and Entrepreneurs both experienced a sense of "fit" with their respective institutional cultures, but the former now see their work as compromising ideals of research, whereas the latter capitalize on what they view as a broken system. Educators, disadvantaged at both institutions, articulate a framework countering the dominant institutional cultures and sympathetic to underperforming students. This approach illuminates how institutional contexts and individual class positions within them influence producers' moral frameworks, leading to differentiation of the market. [ABSTRACT FROM AUTHOR]

In the landscape of academic research and citation practices, the emergence of ChatGPT, an artificial intelligence language model developed by OpenAI, represents a transformative leap forward. This paper delves into the multifaceted role of ChatGPT in revolutionizing scholarly endeavors beyond mere plagiarism detection. We explore how ChatGPT facilitates research collaboration, streamlines literature reviews, and assists in proper citation practices. By harnessing ChatGPT's contextual understanding and vast knowledge repository, social work researchers can unlock new avenues of creativity and efficiency in knowledge acquisition and dissemination. Moreover, this paper discusses the ethical considerations surrounding the integration of AI in academia and underscores the need for guidelines and education to ensure responsible usage. Ultimately, ChatGPT stands at the forefront of a technological revolution, empowering social work researchers to push the boundaries of knowledge acquisition and dissemination in unprecedented ways. [ABSTRACT FROM AUTHOR]

The emergence of agreements between private pathway colleges and public English-medium institutions represents a new development in internationalization that further challenges the public higher education landscape. While these institutional arrangements are controversial and often criticized, university senior administrators have been successfully able to advocate for and authorize them. This paper takes a closer look into the reasoning that administrators use in order to legitimize formal agreements with private pathway colleges in Canada. Drawing from the sensemaking literature within organizational theory, the following strategies are traced and analyzed: 1) normalization, 2) authorization, 3) rationalization, 4) moralization, and 5) narrativization. Through content analysis of 50 institutional documents, supported by nine semi-structured interviews with senior administrators representing two public universities and one private provider in Canada (Navitas), the paper demonstrates how neoliberal ideologies in internationalization are actively enacted in public spaces by administrators representing the public higher education sector. [ABSTRACT FROM AUTHOR]

This paper explores the intersection of pedagogical research in communication and research on public diplomacy and engages with the notion of knowledge diplomacy. It revises the concept of the "collaborative" central to both public diplomacy and higher education pedagogy. With both fields emphasizing the importance of co-creation, the paper theorizes and operationalizes this concept, and argues that co-creation (as a process and a framework) is one solution to the challenge of dominance argued by the scholarship of knowledge diplomacy. Empirically, the article engages with two cases of grassroots knowledge diplomacy initiated by a tertiary communication program in collaboration with diplomats. [ABSTRACT FROM AUTHOR]

Instructor performance plays a critical role in fostering student learning. Unlike the postsecondary level, many states in the United States, have substantially regulated class size in the p-12 education system with the aim of enhancing quality learning. Thus, the purpose of this research paper is to examine the correlation between instructor evaluations and class size in tertiary institutions as the findings can inform regulatory decisions regarding class sizes in postsecondary facilities. The study reviewed 97-course evaluations garnered in the Fall of 2019 from a Midwest University. The feedback of students, undertaking physical, and virtual classes, was considered regarding teachers' performance. Different course evaluations included in the study were adjunct faculty, full-time faculty, graduate level, and undergraduate level course assessments. The research findings depicted a negative correlation between class size and instructor evaluation, positing that teachers teach the same way in smaller classes as they do in larger classes. Nonetheless, the study results showed that the sizes of conventional virtual classes had a lower correlation with course performances compared to traditional face-to-face classes. In the latter, there was more engagement between teachers and students, as the latter appeared to be more active than in online classes. With the technological effect that Covid-19 has brought forth in online learning, population sizes of online classes have changed. Therefore, considering the data used for the research was collected preCovid-19, it is essential that future studies pay considerable focus on the quality of evaluation of virtual classes to help with directing of school budget allocations toward online learning. [ABSTRACT FROM AUTHOR]

This paper examines the influence of COVID-19 on social inequality in higher education. In particular, we focus on the study duration of international students compared to domestic ones in Germany. We assume that the pandemic has increased or decreased existing differences between both groups, affecting their study delay. The multilevel analyses with data "Studying in Germany in Corona Times" (2020) confirm most of our theoretical assumptions: on the one hand, international students expect a longer study duration due to their worsening financial situation. On the other hand, domestic students expect a longer study duration due to greater learning issues, which are provoked by a lower level of interaction in online teaching. Our results propose a more differentiated picture of the impact of the COVID-19 pandemic on social inequality: not only do financially poor international students get poorer but educationally advantaged domestic students lose, too. [ABSTRACT FROM AUTHOR]

The concept of toxic leadership has been widely investigated in diverse settings with most contributors agreeing its impact on followers can have negative effects to the victim's well-being, job satisfaction, group productivity and organisational commitment. However, the concept has not yet been sufficiently researched in tertiary educational settings, and in this case, specifically in Chilean higher education. This paper explores whether toxic leadership was present in country's universities and, if so, to assess its impact over academics' work engagement. A cross-sectional quantitative study was conducted, using a sample of 592 academics from two different Chilean universities, who voluntarily responded to two validated scales: One to measure toxic leadership perceptions (Schmidt's toxic leadership scale) and other one to measure work engagement (UWESR work engagement scale). The results corroborated the presence of toxic leadership in the consulted institutions, but a significant relationship between this style of leadership and work engagement was not established. This finding suggests that, even though the participants recognise the presence of toxic leadership, work engagement was not necessarily affected by their leader's behaviour. [ABSTRACT FROM AUTHOR]

This paper uses the thick description of one recent experience – the closure of the Common Room Club at University College Dublin – to highlight the gap that exists between rhetoric and reality at institutions of higher education in Ireland and beyond. I argue that common rooms have always been part and parcel of the 'invisible university'. They provide the infrastructure to support what has been called the 'lifeworld', sustaining both the communicative experiences of their members and providing vital venues for visitors who are through them more readily drawn into the communicative life of colleagues. As unique spaces within much larger institutions, common rooms form both a protected shield and also a porous social community against the encroachment of the university system's instrumental action and reasoning. However, recent changes in higher education have accelerated the pace of change and the quest for top-down modernisation. As a reaction, and almost by default, the common room has taken on a new function for faculty, staff and visitors and turned into a place of encounter between people and ideas critical and often opposed to managerialism, bureaucratisation and the mindless emulation of higher education's fads and foibles. At University College Dublin, this new role did not remain unnoticed by the University management and triggered an extreme reaction – enforced closure. My paper closes by dwelling on an important question that points into an uncertain future: is it possible for any institution that purports to be a centre of higher learning to either quell or attempt to 'manage' lifeworld experiences and sceptical voices for any length of time? In other words, can a university still fulfil its very function and expect loyalty without allowing 'voice' (A. O. Hirschman) to be heard? [ABSTRACT FROM AUTHOR]

This paper presents an interpretative phenomenological analysis study of students' experiences with ungrading in the form of reflection-based self-evaluation in a college course. In the landscape of student evaluation, ungrading strategies respond to the limitations of traditional grading systems, particularly with respect to cultivating in-demand skills and capacities, such as adaptability, creative thinking, and self-management. Through in-depth interviews with eight students, this study reports on four experiential themes that characterize the switch to ungrading: de-gamification, or unsettling the "gamified" nature of evaluation in the traditional grading system; time to think and reflect, creating space for review and the deepening of learning; rich communication, or continual feedback between teacher and student; and learning community, in which students felt like they were part of a team effort rather than siloed individuals. Considerations for further research, as well as implementation of ungrading in other courses, are discussed. [ABSTRACT FROM AUTHOR]

Background: Nearly two decades have passed since the last successful reauthorization of the Higher Education Act. Since then, student loan debt and the accumulation patterns based on race have become a pressing issue to address in U.S. society. Purpose: Student debt is one of the key issues on the federal higher education policy agenda. The purpose of this paper is to examine how race is addressed in a congressional hearing held to discuss the reauthorization of the Higher Education Act. Specifically, we examined one congressional policy markup hearing to understand how members frame student debt and the racialized dynamics embedded within. Research Design: We combined critical race theory and racial frames to discursively analyze 14 hours of congressional hearings on the reauthorization of the Higher Education Act. Through critical discourse analysis, we interrogated the racialized discourse among policymakers as they proposed solutions and alternatives to address the issue of student debt during the policy markup process. Conclusions/Recommendations: Our findings highlight four types of discourse within a policy markup hearing: "All Students" Matter, Paternalistic, Race-Evasive, and Explicit Racial Discourse. We offer recommendations for policymakers and researchers to contend with ahistoricism and race-evasiveness prevalent in policy markup hearings and ways for future policy proposals to be more explicit in naming the groups facing disproportionate negative impact, the mechanisms that produce such inequities, and interventions that can address them. [ABSTRACT FROM AUTHOR]

Pierre Bourdieu's concept of habitus remains an important theoretical framework educational researchers draw upon to explore the learner identities of students as well as their learning trajectories. As scholars grapple with habitus, as both a theory and a method of working with the data, they have drawn upon different research methodologies. To date, what has been largely absent in Bourdieusian educational research is how narrative inquiry can enhance our understanding of how habitus shapes learner identities. Narrative inquiry, as a research approach, seeks to understand and interpret human experiences through the collection and analysis of participants' life stories. This article first explains how to operationalise Bourdieu's habitus to understand learner identities and aspirations. Second, narrative inquiry is introduced as a methodology. Third, the paper offers a case study of Chinese female STEM students' experiences in higher education where the first author reflects on how narrative inquiry allowed for a deeper exploration of the formation and maintenance of their habitus as learners. Lastly, the paper concludes with the first author's own reflexive deliberations on what narrative inquiry can offer researchers interested in habitus. In exploring the relationship between narrative inquiry and habitus the paper highlights the continual dialectical relationship between theory and method. [ABSTRACT FROM AUTHOR]

Despite the World Declaration on Higher Education for the 21st Century that education is the ultimate support of human rights, and that access and participation remain key catalysts to accelerating equal educational opportunities for all, females continue to trail their male counterparts in educational outcomes across sub-Saharan Africa. This study focuses on the Ghanaian context and assesses the gender dimensions of student enrollment in higher education, highlighting the disparities therein. We adopt a typical case study design, and a mixed method approach, involving quantitative analysis of student enrollment data, qualitative interviews, and focus group discussions with administrators and students at the Kwame Nkrumah University of Science and Technology. We find generally low female participation across all colleges of the university, except for the College of Health Sciences. We also find low female participation across three dimensions: qualified applicants, admissions, and enrollment. The causes of disparity in the dimensions of student enrollment are rooted in four main factors: institutional, socio-cultural, economic, and awareness of STEM policy and opportunities. The present findings have implications for the implementation of STEM and other gender policies at both the pre-tertiary and tertiary levels of education across sub-Saharan Africa. Plain Language Summary: How Far Is Progress? Gender Dimensions of Student Enrollment in Higher Education in Ghana: The Case of Kwame Nkrumah University of Science and Technology This paper examines the gender dimensions of higher education in Ghana between 2010-2020. It seeks to understand the extent of gender disparity in three key dimensions of student participation in higher education: qualified applicants, admissions, and actual enrolment. The paper also examines the causes of gender disparities across these three dimensions, and the impact of Science, Technology, Engineering, and Mathematics (STEM) policies intended to improve female participation in these areas of science. We use a typical case study research design, and a mixed-method approach involving quantitative analysis, interviews, and focus group discussions. We chose the Kwame Nkrumah University of Science and Technology in Kumasi as our typical case, to help examine in-depth, the trends and causal mechanisms underlying gender participation along the three dimensions. Our findings show that gender disparities continue to exist, with particularly wide disparities in some academic disciplines. Notwithstanding, the university seems to have made significant strides in bridging the gender gap in enrolment in the last five years of the study period. The full potential of STEM policies, however, remains underexplored, importantly because the targets of the policy, females, are largely unaware of the opportunities available to them to pursue higher education. We also report the socioeconomic and socio-cultural bottlenecks girls continue to face in their quest to attain higher education, and the key role female role models can play in improving gender parity in higher education. Given the limitations of single case studies, we recommend large-n or comparative designs in future research on the subject [ABSTRACT FROM AUTHOR]

The developing status of the Omani higher education has made this sector subject to both national and global influences. Such influences created inconsistencies between the demands of the local context and those of the increasingly globalizing context, which resulted in a nationally diverse faculty body. This paper draws on the Social Identity Approach (SIA) and the intersectionality theory to argue that identity in the workplace could be understood better through focusing on processes rather than individual narratives since processes reveal much of the complexity of prototypes especially when applied to workgroups. The paper reports the findings of a qualitative case study conducted in an English language-teaching department in Oman. The study explored identity intersectionalities within a workgroup by analyzing the data generated through 16 interviews, eight meeting observations and document analysis. The thematic analysis reveals that identities are constructed based on intersections of language, nationality, contract and professional identity. Such intersections were evident in relation to the process of recruitment, employment security and retention, staff inclusion, and professional identity enactment. These findings demonstrate that analyzing identity at the intra-categorical level sheds light on its effects at the individual level. The paper concludes by highlighting theoretical and practical implications that are relevant to ELT contexts internationally. Plain Language Summary: The developing status of the Omani higher education has made this sector subject to both national and global influences. Such influences created inconsistencies between the demands of the local context and those of the increasingly globalizing context, which resulted in a nationally diverse faculty body. This paper draws on the Social Identity Approach (SIA) and the intersectionality theory to argue that identity in the workplace could be understood better through focusing on processes rather than individual narratives since processes reveal much of the complexity of prototypes especially when applied to workgroups. The paper reports the findings of a qualitative case study conducted in an English language-teaching department in Oman. The study explored identity intersectionalities within a workgroup by analyzing the data generated through 16 interviews, eight meeting observations and document analysis. The thematic analysis reveals that identities are constructed based on intersections of language, nationality, contract and professional identity. Such intersections were evident in relation to the process of recruitment, employment security and retention, staff inclusion, and professional identity enactment. These findings demonstrate that analyzing identity at the intra-categorical level sheds light on its effects at the individual level. The paper concludes by highlighting theoretical and practical implications that are relevant to ELT contexts internationally. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to show what are the applicants' institution selection criteria in higher education in Hungary and what changes this will imply in higher education management and communication. These questions were investigated based on a review of the most relevant literature and the analysis of 1396 Hungarian higher education University of Pécs applicants in two consecutive years. Exploratory and confirmative factor analyses were used to identify the relative order of the application influencing factors: as a result, the first most important is the vivacity, followed by career and costs, fourth is image and the last one is the low commitment. In this context, the paper has shown that the identification of the application strategies requires renewed management and communication techniques. The results help the institutions to determine the possible actions to be implemented to attract more students and improve the level of offered services. The permanent system change of the Hungarian higher education as a phenomenon versus the applicants' institution selection criteria gives the uniqueness of the Hungarian situation, and this study provides information for researchers in higher education in this field additionally. [ABSTRACT FROM AUTHOR]

This paper illustrates how unbundling has progressed from university-controlled approaches to incorporating partnership organisations into the delivery of university functions, specifically teaching. In this paper, we limit the scope of unbundling to the management of online teachers using three Australian case studies. In the first section, we review the literature for reasons that support unbundling the teaching approach, the effectiveness of this approach, and criticisms posed. Then we use aspects of the literature to present an unbundled teaching hierarchy. We use three examples from the hierarchy in the context of three Australian case studies that are illustrative of how online teachers are managed in Australian higher education. As discussed in this paper, the opportunities and challenges associated with unbundling university teaching have implications for the quality of the student experience, teacher experience, and cost effectiveness for institutions. [ABSTRACT FROM AUTHOR]

Background/Context: The United States invests in STEM education, but this investment is racialized and political. The country wants to maintain global economic domination, but there are also calls to diversify the STEM workforce (Baber, 2015; Basile & Lopez, 2015; Vakil & Ayers, 2019). This context leaves Black and Brown people to navigate racially hostile, toxic, and oppressive STEM learning and working environments (Bullock, 2017; Erete et al., 2020; Wright & Riley, 2021). Purpose/Objective/Research Question/Focus of Study: This conceptual paper offers strategies for institutionalizing equity ethics in STEM higher education. The paper attends to the core components of equity ethics and its possibilities while identifying structural constraints. Equity ethics is an equity-minded perspective that focuses on leveraging the multiple forms of knowledge associated with understanding and engaging the natural world to foster an oppression-free society that specifically enhances the lives of Black and Brown people. We also examine specific cases of STEM education and research scholars and practitioners who are committed to engaging and uplifting racially minoritized communities through the intersection of STEM and justice. Research Design: This conceptual paper takes a qualitative approach. It uses the existing literature to review the current state of diversity in STEM, the major components of an equity ethic, the structural and institutional barriers people of color face in STEM higher education, and how equity ethics may be institutionalized. In particular, we highlight examples of equity ethics in action to provide models for action and policy change. Conclusions/Recommendations: Institutionalized equity ethics at the mid-institutional level (e.g., departments and units) would require all faculty to mentor Black and Brown STEM students through critical transitions. We also recommend revising department- and unit-level policies and practices around access to resources that are critical for STEM achievement and knowledge production. Although expanding and sustaining financial investments in equity-focused endeavors is required, these investments must also come with the power and agency to transform institutional structures around STEM access, learning, and innovation. Transformation of top-level policies and practices could include changes to institutional admissions processes and ensuring that racist gatekeeping mechanisms are removed, while also requiring senior-level administrators to have training in racial justice ideologies and praxes. Building equity ethics into STEM higher education is essential to creating a more just and equitable STEM ecosystem. [ABSTRACT FROM AUTHOR]

In this paper, a case is made that campus internationalization and the social integration of both domestic and international students may be fostered through volunteerism. This argument is supported by data from a survey (n = 122) of a performing arts volunteer organization at a large Midwestern public university. The survey examines the national diversity of the organization, its inclusion practices, and student perceptions of their own cross-national interactions. The results are augmented by participant-observation data from an international graduate student volunteer. Discussion includes a consideration of respondent satisfaction with the organization's diversity and inclusion practices, as well as their experience socializing and making friends while volunteering. It is worth identifying successful organizations such as the one described in this paper because the defining factor for success may depend on specific attitudes and practices. [ABSTRACT FROM AUTHOR]

Research involving and impacting Indigenous Peoples is often of little or no benefit to the communities involved and, in many cases, causes harm. Ensuring that Indigenous research is not only ethical but also of benefit to the communities involved is a long-standing problem that requires fundamental changes in higher education. To address this necessity for change, the authors of this paper, with the help of graduate and Indigenous community research assistants, undertook community consultation across their university to identify the local and national ethical needs of Indigenous researchers, communities, and Elders. This paper provides an overview of the consultation process, the themes that emerged from the consultations, and a model of the Wholistic Indigenous Research Framework that emerged. [ABSTRACT FROM AUTHOR]

In the last few decades, universities in India have witnessed the joining of a record number of students from marginalized communities and oftentimes struggle. This expansion of access has brought about changes within classrooms and college campuses, sometimes giving rise to contention and causing numerous conflicts as well. Centered around my experiences of teaching in a working-class college in Bangalore, a metropolitan city in Southern India, this paper offers reflections on education in challenging circumstances. Further, the essay explores the possibilities of democratic pedagogic practices through the theoretical framework of Maitri. [ABSTRACT FROM AUTHOR]

Most research on social identity theory has been separately examined either at the team or individual levels. This paper aims to expand the use of the social identity theory and illuminates an emerging mechanism of task interdependence at the individual level that can affect the nature of the team identity by testing how team power distance act as a moderator Iraqi universities, this study employs multilevel structural equation modeling (MSEM) with Mplus 7.2 to test the model. The results reveal a positive indirect relationship between individual-level task interdependence and team performance through team identity. In addition, team power distance does not moderate a positive relationship between individual-level task interdependence and team identity. This study illuminates the link between task interdependence and team identity, which can eventually occur through a bottom-up mechanism to obtain high team performance. This study is novel for several reasons. First, this study finds a bottom-up mechanism between task interdependence at the individual level to team performance through team identity. Second, this study offers new empirical findings that, in the context of a middle east culture known as the high level of power distance, team power distance (i.e., contextual variable) does not associate with the interdependence of an individual to perform tasks and team identity. In addition, this answers the research call to investigate the dynamic interactions between individuals in teams and team-based overall, which has not been discussed in previous studies. [ABSTRACT FROM AUTHOR]

With economies and business becoming knowledge intensive, the role of education industry has immensely risen in significance. This has given rise to a highly competitive landscape in higher education, with faculty retention as a major challenge for the institutions leading to negative consequences in terms of education quality, stakeholder satisfaction and rankings. This paper discusses the factors influencing faculty retention in HEIs in India within the framework of Social Exchange Theory. The sub dimensions of HR climate were explored using Principal Components Analysis. The relative importance of sub dimensions in forming the overall climate was estimated and the effect of HR climate on faculty retention was studied with Organizational Commitment and Organizational Trust as mediators employing a hierarchical components model in the PLSSEM analysis. The results indicate that HR climate has a significant positive effect on faculty retention through organizational commitment and organizational trust as partial complementary mediators. Findings have significant theoretical as well as practical implications in extending the present knowledge regarding the subdimensions and effect of HR climate on faculty retention and the suggested measures to be taken in implementing effective HR Management systems in the Higher Education Institutions. [ABSTRACT FROM AUTHOR]

This paper reports the motivations of middle-class Asian students who choose German universities of applied sciences under the third wave of international student mobility. It aims to provide a comprehensive understanding of the students' qualitative experiences in Asian countries that influenced their preference for German universities of applied sciences and their expectations of their German degree as cultural capital. The research analyzes the family, school, peer experiences of 23 Asian students currently enrolled in a German university of applied sciences to understand their motivations for choosing this type of institution and Germany. The findings reveal that the cultural capital that influenced their choice includes differentiation strategies of middle-class students, reasonable education investment choices of Asian students, and the use of a German degree as a trump card in the labor market. The study provides implications for the development of international higher education by connecting Asian students' aspirations for global cultural capital to a complex and atypical structure that encompasses global, national, and individual dimensions simultaneously. [ABSTRACT FROM AUTHOR]

Reflection has been increasingly used to enhance student development in higher education, in both undergraduate and postgraduate studies. Learner autonomy is essential on reflection, particularly on how learners interpret their learning experiences. The learner has to take initiatives in making meaning of their learning by examining their experiences, and purposefully exploring their learning. Reflection is a key component in active learning as students actively engage in the process of thinking about what they have learnt or experienced. Mezirow highlighted how reflection can mean many things, including awareness of a perception, thought, feeling, intention and action, taking something into consideration or simply imagining alternatives. And there are also multiple approaches to embracing reflection today, such as reflective essays, videos and online blogs, where reflective processes and approaches may differ particularly in relation to technological adoption. In a learning environment, reflective approaches are adopted with the aim for learners to transfer knowledge and experiences to practice. However, there is scarce literature on student perception of the different reflective approaches. The present paper therefore examines student perspectives on four different reflective approaches and how these different approaches are applied within the context of higher education. The four approaches chosen are written, audio, video and face-to-face based on current literature on how reflection is documented or presented in education) and the integration of the concept of multimodality. [ABSTRACT FROM AUTHOR]

As a result of the COVID-19 virus outbreak, there has been a dramatic change in the educational landscape, and traditional classroom instruction has shifted to the online environment. Previous research has yielded contradictory results regarding the effect of different instructional modalities on student achievement. This study aimed to examine the impact of teaching mode (online vs. face-to-face) on academic outcomes in the context of Spanish as a foreign language in China. A comparative analysis was conducted between two cohorts of students, one receiving online courses and the other undergoing in-person instruction, and their respective scores for Spanish tests are reported. Additionally, a questionnaire was administered to the online cohort to gain insight into their learning motivation. The results showed that students who received online instruction outperformed those who received face-to-face instruction. Regarding the potential factors underlying the superior academic outcomes of online learners, examination of questionnaire responses pertaining to their learning experience reveals that students' motivation, learning strategies, self-regulation, and self-efficacy are crucial factors of successful learning results and may have positively contributed to such outcomes. Plain Language Summary: How do online and f2f learning differ in SFL students' academic achievements and experience? The paper examines the effect of learning modality (online vs. face-to-face) on SFL student's academic achievements during COVID-19. Previous research indicated mixed findings on the effects of learning modality on student achievement. Few previous studies have focused on the effect of teaching mode in a Spanish as a foreign language setting. Based on naturalistic data, we compared two groups concerning academic achievement. The online group also answered a questionnaire about their attitude toward learning modes, motivation, strategies, and self-reported skills. The study is a mixed design; academic achievements were measured with two exam scores on both groups (before and after the implementation of online teaching), and the answers from the questionnaire also provide some insight into possible reasons for the difference. The main findings are: (1) The online group outperformed the face-to-face group after online learning. (2) Results of the questionnaire are discussed related to the literature. (3) Possible explanations for online learners' success include learners' motivation, learning strategies, self-regulation, and self-efficacy; multiple activities in the online course that can improve learners' participation and provide them instant feedback; students, instructors, and universities' preparedness for online teaching. [ABSTRACT FROM AUTHOR]

The impact and changes due to sudden internal or external occurrence are difficult scenarios faced by many business organizations. The COVID-19 pandemic has wreaked havoc on the nation's economic, social, and technological progressions. The effects of the sudden, extreme changes and uncertainty toward the environment require business organizations to further adapt and change to improve their survivability. Dynamic leadership requires leaders to make sudden changes improving adaptability or marketing capabilities to stay resilient and relevant to the mass market. Thus, the goal of the present study was to investigate the influence of dynamic leadership and marketing planning on organizational resilience in the context of Malaysian Private Higher Learning Institutions (PHLI). In this paper, the study performed PLS-SEM on the data collected using purposive sampling of 224 respondents, consisting of managers from colleges and universities in urban areas of Malaysia. The SEM was used to test on the levels of relation and whether there was any mediation between the tested variables. The study revealed that the dynamic leadership and marketing planning of Private Higher Learning Institutions' (PHLI) managers can improve organizational resilience. It highlighted the impact of leadership values has on improving overall market plans and affecting their resilience. Marketing planning should not be neglected as it is one of the crucial factors in achieving resiliency. The study's results are timely as they provide information for users to improve their overall survivability. The value of marketing planning should not be lightly treated as it has a serious impact toward organizational resilience. It is an important element for organizations in the current state of where survivability is essential in an unpredictable environment. [ABSTRACT FROM AUTHOR]

International students leave their countries to pursue their educational goals in a different country and must adapt to succeed. However, they may face challenges when adapting to and learning a new culture. This study investigates the challenges common to international students in their host countries and summarizes the publishing trends. A literature search of peer-reviewed articles published in Scopus, Taylor & Francis, EBSCO Host, Web of Science, Springer, PubMed, and Wiley Online over 21 years (2002–2022) was done for data collection. After the screening, a total of 175 articles were included in this review and analyzed with content analysis. The findings show that the top four destinations for international students (USA, UK, Australia, and Canada) produced the most articles about international students' challenges. Additionally, most papers investigated more than one challenge, and sociocultural (82.9%) and academic challenges (82.3%) were the most researched, with language issues as the primary cause. The results also show no changes or improvement in the challenges of international students in 21 years, and areas such as psychological and economic challenges need more research. These challenges and other trends found in the articles are discussed and directions for future research are suggested. [ABSTRACT FROM AUTHOR]

In recent years, Chinese college graduates have faced a challenging employment situation, calling for an analysis of the social stratification function of higher education. This paper used linear regression to analyze factors influencing the occupational status attainment of college graduates. The social stratification function of higher education was found to be significant. Educational factors were essential for occupational status attainment. Nevertheless, new graduates' occupational status could also be affected by individual and family factors. On the whole, college graduates achieved stratum promotion. Men had higher occupational status and longer mobility distance than women, and rural graduates had higher occupational status and longer mobility distance than urban graduates. [ABSTRACT FROM AUTHOR]

This paper studies the service quality (SQ) of higher education institutes (HEI), offering professional courses from the perspective of faculty as they are the service providers as well as a major stakeholder in the educational arena. PHEISQUAL (Professional higher education institute service quality) scale has been developed to measure the service quality of HEI offering professional course using mixed methodology. Four factors namely—Training & Placement, Faculty Resource, Learning Infrastructure, and Assessment & Evaluation have been extracted. The scale has been subjected to rigorous analysis of scale development process and has complied with same. Thus this study accrues a new instrument to measure service quality of professional institutes offering higher education by taking into account the technical as well as operational factors. [ABSTRACT FROM AUTHOR]

Business schools face social, economic, cultural, and technological changes that require constant rethinking not only of teaching and learning, but also of leadership and management. In contrast to traditional strategic planning models, this article proposes a new participatory approach for the university community, arriving at a common story and visualizing an exciting future for the school. Applying case study methodology, the paper describes a process of shared strategic reflection at a century-old European business school by following Otto Scharmer's Theory U. The process enabled achievement of shared definitions of vision, values, lines of progress, and strategic projects, and the study itself improved the participants' perception of the process and its impact on a shared vision's generation. After process implementation, and as a general conclusion, Theory U contributed to promoting shared strategic reflection, with results that are very valuable in the highly uncertain, challenging environment in which business schools are immersed. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide a review of the literature on women's leadership in higher education in the last 20 years. This literature review employed a systematic review of 64 articles published worldwide with 28 articles specifically published in Australia, Canada, New Zealand, the United Kingdom, the United States and Vietnam. The aim of the study is to determine if there are any differences in barriers and enablers of women leaders between the developed countries chosen for this study and Vietnam in higher education and how the countries are progressing towards gender equality. The study concluded that most of the research in women's leadership in higher education had been done in the US and Canada, with a dearth of literature on women's leadership in higher education in Asia, and only six studies have been done in Vietnam till 2019, with only two studies done before 2017. The findings suggested that women leaders in developed countries and Vietnam still face almost the same challenges as in the past but, with family support, these challenges are becoming less in Vietnam. Mentor support was found to be an enabler in other developed countries which was missing in Vietnam. Vietnam is gaining importance in research in women's leadership in higher education, which may be due to an increased female labour participation rate and higher growth in gross domestic product rates. The future of women leaders seems to be bright, especially in Vietnam, due to higher female educational attainment. There is a small number of literature review studies on barriers and enablers in the field of women leaders in higher education comparing developed nations and a developing country. Hence, the current study aims to fill this gap to provide an overview of the difference between the enablers and barriers faced by women leaders between developed countries and Vietnam. [ABSTRACT FROM AUTHOR]

This paper analyzes the effects of active learning (AL) on the social entrepreneurship (SE) of physical education teacher education students (n = 158) from an Urban School. AL participants applied several strategies including but not limited to flipped classroom, problem solving, team projects, or case studies. The topic was approached using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasi-experimental design of six non-equivalent groups implementing the Social Entrepreneurship Competency Scale (SECS). Meanwhile, qualitative analysis was undertaken analyzing 119 reflective journals. Quantitative results provide significant evidence regarding the positive effect of AL on SE. Qualitative analysis complements this view describing how SE was developed (e.g., providing-receiving feedback among peers). Additionally, data transformation displays an alternative analysis of the benefit provided. Our results display how AL improves SE of physical education teacher education students, enhancing new research into this direction to meet current education demands. [ABSTRACT FROM AUTHOR]

The aim of this paper is to highlight timeline mapping exercise as a research tool and the benefits and challenges of incorporating this method into research. Timeline mapping offers a novel methodological approach toward gathering and accessing rich and meaningful data in the study of life transitions for instance from secondary education to higher education or from education to employment. This paper especially focuses on how it can be incorporated into research studies specific to HPE (Health Professions Education). It also offers researchers step-by-step instructions on how to conduct timeline mapping exercises and how to go about analysing the findings and gathering insights from the findings. [ABSTRACT FROM AUTHOR]

Pierre Bourdieu's concept of habitus remains an important theoretical framework educational researchers draw upon to explore the learner identities of students as well as their learning trajectories. As scholars grapple with habitus, as both a theory and a method of working with the data, they have drawn upon different research methodologies. To date, what has been largely absent in Bourdieusian educational research is how narrative inquiry can enhance our understanding of how habitus shapes learner identities. Narrative inquiry, as a research approach, seeks to understand and interpret human experiences through the collection and analysis of participants' life stories. This article first explains how to operationalise Bourdieu's habitus to understand learner identities and aspirations. Second, narrative inquiry is introduced as a methodology. Third, the paper offers a case study of Chinese female STEM students' experiences in higher education where the first author reflects on how narrative inquiry allowed for a deeper exploration of the formation and maintenance of their habitus as learners. Lastly, the paper concludes with the first author's own reflexive deliberations on what narrative inquiry can offer researchers interested in habitus. In exploring the relationship between narrative inquiry and habitus the paper highlights the continual dialectical relationship between theory and method. [ABSTRACT FROM AUTHOR]

The aim of this paper is to highlight timeline mapping exercise as a research tool and the benefits and challenges of incorporating this method into research. Timeline mapping offers a novel methodological approach toward gathering and accessing rich and meaningful data in the study of life transitions for instance from secondary education to higher education or from education to employment. This paper especially focuses on how it can be incorporated into research studies specific to HPE (Health Professions Education). It also offers researchers step-by-step instructions on how to conduct timeline mapping exercises and how to go about analysing the findings and gathering insights from the findings. [ABSTRACT FROM AUTHOR]

Micro-credentials are the latest shiny new thing attracting the attention of politicians, policy-makers and educational leaders. This paper endeavours to 'unbox' the micro-credential by peeling away inherent tensions in competing definitions and underlying drivers. It reports the tripartite methodology adopted for a state-of-the-art literature review which offers an inside, upside and downside view on the micro-credential. Selected findings illustrate how the growth of the micro-credential needs to be understood in a wider socio-cultural context. The micro-credential movement is part of a complex credential ecology steeped in history, politics and cultural norms. In response to major societal and technological change forces, the paper invites debate on what counts as valued skill and knowledge in today's rapidly changing digital society. It challenges existing business models for higher and further education and the traditional status of the university degree. Therefore, the micro-credential is not just another passing educational fad, as it brings into question much bigger issues concerning employability, the changing nature of work and new models of life-long learning. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to unpack the meanings and implications of mobility through the experiences of a group of Vietnamese women who decided to do doctorates in Australia. Drawing on the Deleuzian concepts of rhizome and becoming, our analysis of interview data suggests that mobility is made of multiple connections and is in constant movement, extending often reductive "push-pull" discussions of academic mobility. Each aspect shaping mobility connects to another that is multiscalar and multitemporal, where family, education ideologies, gender norms, economic globalization, neoliberalization within higher education, and the histories and biographies of mobile people come together. Power relations are immanent within structures associated with these connections and the women and mobility come together to create aspirations for educational, professional, and personal becoming. The paper offers a more nuanced understanding of international academic mobility rather than relying on economic perspectives and invites innovative approaches in supporting international doctoral students. [ABSTRACT FROM AUTHOR]

Storytelling is an aspect of research that has gathered significant popularity but is less commonly discussed in the context of student feedback. This paper focuses on how it can be applied to improve a dialogue and relationship with the student so that their learning can be understood in more depth. Forty-seven undergraduates studying an Early Childhood degree in England shared their stories and analysis indicated a synergy between the content, the patterns and themes that are found in fairy tales. This framework led to a deeper insight into the factors that impact their learning experiences. Three structures found in fairy tales are described in this paper; 'contractual', which explains how rules that reflect the values of the individual are shaped by society and culture; 'performative', that communicate emotions experienced during struggles and challenges; and 'disjunctive', that describe the journey of change and transformation within the story (Greimas AJ (1983) Structural Semantics. Lincoln: University of Nebraska Press). Within each story the author identified examples of aspects that were strange and familiar and others that were familiar, yet strange, uncovering students' priorities and uprooting the writer's hidden assumptions (Bruner J (2003) Making Stories: Law, Literature, Life. Cambridge Massachusetts: Harvard University Press). The paper concludes that when lecturers analyse storytelling in this way it becomes a dialogue that contributes to relational pedagogy. [ABSTRACT FROM AUTHOR]

In this paper, we explore the logics underlying the policies and practices within K-12 schools, colleges, and universities that expose students to carceral systems, such as the police and prisons. Educational institutions at all levels have had the latitude to develop the capacity to discipline, surveil, and control students, which reproduce carceral logics within as well as create pathways to carceral systems. However, our scholarly understanding of such phenomena is bifurcated and uneven. While there is an extensive line of research on exclusionary discipline in the K-12 sector, similar scholarship is emergent at the postsecondary level. The goals of this paper are twofold. First, we review the ways in which carcerality informs the development of discipline, punishment, and control structures throughout the K-16 pipeline. Second, we introduce a relational theory of risk as a unified conceptual approach to examine carceral policies and practices in both the K-12 and the higher education sectors. From a relational risk perspective, we argue that carceral practices can be understood as a relationship between educational institutions and students who are perceived to be threats to institutional interests. Engaging with the organizational imperatives that lead to carceral practices, researchers and practitioners can better attend to dismantling racial exclusion in education. [ABSTRACT FROM AUTHOR]

This paper addresses the issue of how local and global norms and requirements are negotiated in the early stages of development of Social Science research ethics policy in a Global South context. A review of relevant literature followed by analysis of relevant national and institutional policies highlights both tensions and creative potential for ongoing research ethics initiatives. It was found that safety, trust and confidentiality issues are common problems reported by social science researchers in Kyrgyzstan. National level documents do not directly address these ethical research issues, but the need for international research ethics principles is recognized. A limited number of institutional policies address research ethics issues, with the majority of relevant documents being codes of conduct focused on virtue ethics. The paper argues that this analysis of the current situation in Kyrgyzstan is likely to be of relevance to many countries, where those responsible for governance of research at all levels are grappling with the tensions of navigating research ethics in ways that are meaningful in local contexts while being congruent with Global North ethics requirements of funders and publishers. [ABSTRACT FROM AUTHOR]

This article looks at the projections on the current state of the world's post-secondary education and a prediction of what will need to be addressed and in place by 2030, in order to prepare for a significant rise in student enrollment. UNESCO presented governments and higher education institutions with a call to action to implement policies and procedures to provide accessible, equitable, and quality education via digital technology. This paper discusses the various actions the University of Miami put in place as a global provider of education and training to all learners including transitioning to micro-credentials, cultural understanding workshops, course design for academic disciplines, and engaging adult online learners. [ABSTRACT FROM AUTHOR]

While considerable attention has been given to the ways that parents contribute to undergraduates' success, far less attention has been given to what these students do for their families, variation in students' provision of help, or the consequences of giving. Drawing on 61 interviews with Asian American college students from diverse ethnic and class backgrounds, this paper extends conventional understanding of families and college by analyzing the financial assistance and translation support Asian American undergraduates give their parents. Using a trichotomous model of class—comparing disadvantaged, advantaged, and ambiguous students—I show that class disadvantage motivated students' helping, advantage deterred it, while the ambiguous fell in between. Culture (i.e., filial piety) and a broad view of family (i.e., siblings' contributions) also influenced students' help. Finally, based on interview data combined with partial support from analysis of participants' grade point averages data, I demonstrate that helping had positive and negative implications for students' college experience. [ABSTRACT FROM AUTHOR]

This paper contributes to the Covid-19 literature by exploring the concept of post-traumatic growth (PTG) utilizing a mixed methods approach. The study examines to what extent the participants experienced positive growth and renewal arising from the prolonged period of lockdowns and emergency online learning. Exploring the experiences of 552 female undergraduate students in a private Saudi Arabian university, an online survey was utilized to gather the data. All the students had experienced online education as a result of the pandemic. The findings indicate the participants underwent a diversity of personal growth experiences. In addition, they also developed different coping mechanisms. The study provides insights into the responses of the students to the issues they were facing during the pandemic. It identifies ways in which participants experienced personal growth as well as a shift in perspective about their lives. There are implications for educators, counselors and policymakers emerging from this study. [ABSTRACT FROM AUTHOR]

In this paper, we have mapped the coping methods used to address the coronavirus pandemic by members of the academic community. We conducted an anonymous survey of a convenient sample of 674 faculty/staff members and students from September to December 2020. A modified version of the RCOPE scale was used for data collection. The results indicate that both religious and existential coping methods were used by respondents. The study also indicates that even though 71% of informants believed in God or another religious figure, 61% reported that they had tried to gain control of the situation directly without the help of God or another religious figure. The ranking of the coping strategies used indicates that the first five methods used by informants were all non-religious coping methods (i.e., secular existential coping methods): regarding life as a part of a greater whole, regarding nature as an important resource, listening to the sound of surrounding nature, being alone and contemplating, and walking/engaging in any activities outdoors giving a spiritual feeling. Our results contribute to the new area of research on academic community's coping with pandemic-related stress and challenges. [ABSTRACT FROM AUTHOR]

Objective: Previous research has evaluated the sources of post-secondary student stress, but has failed to explore whether stressors fluctuate over time. The purpose of this research was to use the Post-Secondary Student Stressors Index to examine whether stressors changed significantly and meaningfully over the course of an academic year. Due to the timing of data collection, results also provide context around students' experiences of stress during the COVID-19 pandemic. Method: Cross-sectional data was collected at 3 time points via online surveys over the course of the 2020–2021 academic year from >10,000 students. Participants attended 15 post-secondary institutions across Canada, representing 9 provinces and 1 territory. Validated instruments were used to assess levels of stress, distress and the severity of student-specific stressors. Kruskal–Wallis ranked tests and multiple pairwise comparison analyses were conducted to assess whether the mean severity of stressors changed over time. Standard effect sizes were calculated using Cohen's d. Results: Mean levels of stress and psychological distress were high at the start of the study and remained high across time points. A similarly high level of stress was observed on average for student-specific stressors. While significant differences in mean severity were observed over time for some stressors, standardized effect sizes were negligible, suggesting little meaningful change and consistent levels of chronic stress over the course of the academic year. Conclusions: This is the first paper to examine trends in student-specific stress using a nationwide sample of Canadian post-secondary students during the first year of the COVID-19 pandemic. Patterns observed in student-specific stressors reflected changes likely to be indicative of the pandemic, including the most severe stress associated with academics, finances and concerns for the future. Implications for future research are discussed, in particular, the importance of examining stressors related to COVID-19 and their impact on student mental health. [ABSTRACT FROM AUTHOR]

This paper reflects on the value of diary methods in the context of a qualitative, longitudinal narrative inquiry exploring the higher education decision-making of further education students in England. Event-based diaries were used alongside interviews and focus groups over a 14-month period to gain in-depth insights into the reasons and influences informing their decision-making trajectories. I explore the challenges, successful approaches and advantages of employing diary methods with young people in this context. Challenges consisted of maintaining participant engagement, which was overcome by combining methods and incorporating a reactive co-participatory element. Yet, a number of advantages emerged from participants' engagement with diary keeping which enhanced the richness of the data; this inspired deeper reflections on decision-making and influences and provided a private space for participants to disclose personal difficulties that could not be obtained via interviews. [ABSTRACT FROM AUTHOR]

Although many recognize that families shape the likelihood of getting into college, few examine variation in families' involvement during college or its implications for sustaining inequalities. Using interviews with 51 Black and 61 Asian American college students, our analysis reveals that class and race jointly shape students' perceptions of the financial assistance that they receive from and give to family—whether in the short term (during college) or their plans for the long term (post-college). Advantaged students across race receive more and provide less assistance than disadvantaged students. Both disadvantaged Black and Asian American students share future intentions of support, but only disadvantaged Black students give their families money during college. Race and class affect students' framing of family and designation of the particular family members (whether parents, siblings, extended kin, or fictive kin) included in these exchanges. Lastly, we analyze the ways these different forms of assistance shape students' college struggles; Black students experience the most strain due to their working and giving back during college. Drawing on and developing theories addressing the models and practices of familial diversity, this paper shows how class and race intersect to shape family assistance and its consequences for the persistence of inequality. [ABSTRACT FROM AUTHOR]

Florida Senate Bill 1720 drastically changed developmental education, beginning in fall 2014. This paper considers affected faculty members' perceptions and experiences with the passage and implementation of reform, according to focus group data provided by 294 participants at 21 Florida College System institutions between 2014 and 2019. We found that faculty members experienced feelings of powerlessness and meaninglessness—the two main components of policy alienation—related to the passage of SB 1720, with some reported opportunities for discretion and innovation at a local level. Despite feelings of alienation, faculty worked hard to facilitate student success through the changes. [ABSTRACT FROM AUTHOR]