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ABSTRACT Our work contributes to existing research on student loyalty by testing a model that includes organisational justice as a predictor. In Study 1 (n = 257, Polish sample), students' perceived organisational justice of their university was a positive predictor of their loyalty. In Study 2 (n = 522, Polish sample), we replicated these findings and observed that academic identification accounted for the relationship between university's organisational justice and students' loyalty. In Study 3 (n = 500, American sample), we replicated findings from Study 1 and Study 2 and tested perceived legitimacy of university staff and authorities as another mediator of the investigated relationship. We conclude that the experience of organisational fairness at university translates into stronger academic identification and greater perceived university legitimacy, both of which lead to increased loyalty. Thus, we recommend that evaluation tools in higher education institutions more explicitly measure student perceptions of fairness. [ABSTRACT FROM AUTHOR]

Background and Aims Methods Results Conclusions Given the insufficient validation of previously imported smartphone addiction scales in China, this study revised and evaluated the Problematic Smartphone Use Scale among Chinese college students (PSUS‐C).We based our research on a national sample comprising 1324 higher education institutions and 130 145 participants. Using cross‐sectional data, comprehensive methods were employed to examine validity, reliability and measurement invariance.The final scale consists of 20 items across four dimensions: withdrawal and loss of control, negative impact, salience behaviors and excessive use. All Heterotrait‐Monotrait (HTMT) values were below 0.85, and the lower 90% and upper 95% confidence intervals were also below 0.85, except for factors 1 and 3. The amount of variance (AVE) values were greater than 0.5, composite reliability (ω) values exceeded 0.89 and all factor loadings were above 0.5. The criterion validity was supported as expected: problematic smartphone usage positively correlated with depression (r = 0.451), loneliness (8 items, r = 0.455), loneliness (6 items, r = 0.504), social media use (r = 0.614) and phone usage duration (r = 0.148); and negatively correlated with life satisfaction (r = −0.218) and self‐esteem (r = −0.416). Across sex, type of university and place of residence, the measurement invariance performed well, with most changes in root mean square error of approximation (ΔRMSEA), comparative fit index (ΔCFI) and Tucker–Lewis index (ΔTLI) values being less than 0.005, and no indicator showing a difference greater than 0.010.The Problematic Smartphone Use Scale for College Students (PSUS‐C) demonstrated good factor structure, internal consistency, construct validity, discriminant validity and criterion validity. Strict and structural invariance were demonstrated across sex, type of university and place of residence. The PSUS‐C has the potential to assess smartphone addiction among Chinese university students. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Discussion and Conclusions This study explores the attitudes of psychologists towards psychedelics and psychedelic‐assisted therapy (PAT) following the world‐first regulatory changes in 2023 in Australia which permitted psilocybin and 3,4‐methylenedioxy‐methamphetamine (MDMA) to be used in clinical services.A purposive sample of 20 Australian psychologists was recruited using snowball sampling. Semi‐structured interviews were conducted which explored participants' attitudes, knowledge and concerns about PAT. Data were coded and analysed to identify and develop theme categories.Most psychologists exhibited positive attitudes towards psychedelics and their therapeutic potential, viewing them as promising for addressing chronic mental health conditions like depression. However, there was a notable concern regarding the limited evidence on efficacy and potential adverse experiences, as well as the complexity of the individualised treatment protocol. Despite enthusiasm, many psychologists had limited detailed knowledge about the interventions themselves. The need for comprehensive education and training programs, including exposure to psychedelic experiences and credible higher education institutions, was emphasised to ensure competence in administering PAT.Psychologists displayed notably positive attitudes towards PAT, likely reflecting both shifting perceptions of psychedelics and self‐selection bias within the sample. Despite this optimism, concerns were raised about psychiatric risks and the necessity for comprehensive and reputable training and supervision. The cohort showed openness to both novel treatments and innovative training methods, underscoring the importance of enhancing educational frameworks to ensure effective implementation of PAT. [ABSTRACT FROM AUTHOR]

Background: Over 8 million children with disabilities live in Africa and are candidates for augmentative and alternative communication (AAC), yet formal training for team members, such as speech–language therapists and special education teachers, is extremely limited. Only one university on the continent provides postgraduate degrees in AAC, and other institutions provide only short modules at an undergraduate level. The need for an introductory training course on AAC that is accessible by university students continent‐wide was identified. An online programme, namely an intelligent tutoring system (ITS), was identified as a possible option to facilitate interactive learning without the need for synchronous teaching. The use of an ITS is shown to be effective in developing knowledge and clinical reasoning in the health and rehabilitation fields. However, it has not yet been applied to student teaching in the field of AAC. Aim: To determine both the feasibility of an ITS to implement an AAC curriculum for students in four African countries, and the usability and effectiveness of such a system as a mechanism for learning about AAC. Method & Procedures: The study included two components: the development of a valid AAC curriculum; and using the ITS to test the effectiveness of implementation in a pre‐ and post‐test design with 98 speech–language therapy and special education students from five universities. Outcomes & Results: Statistically significant differences were obtained between pre‐ and post‐test assessments. Students perceived the learning experience as practical, with rich content. Conclusions & Implications: The findings suggest that the ITS‐based AAC curriculum was positively perceived by the students and potentially offers an effective means of providing supplementary AAC training to students, although modifications to the system are still required. What this paper adds: What is already known on the subject: Professionals typically lack formal training in AAC. In Africa, this presents a serious challenge as there are over 8 million children who are candidates for AAC. A need for an introductory training course on AAC, which can be accessed by university students continent‐wide, was identified. What this paper adds to existing knowledge: An AAC curriculum was developed and integrated into an ITS, an online programme allowing interactive learning through asynchronous teaching. Students from four African countries completed the AAC ITS curriculum. The curriculum was positively received by the students and statistically significant changes in knowledge were identified. What are the practical and clinical implications of this work?: This feasibility study shows that the use of an ITS is an effective means of providing AAC training to university students in these African countries. The results provide a valuable contribution toward ensuring the equitable distribution of AAC training opportunities in the African context. This will have a significant positive impact on those who are candidates for AAC. [ABSTRACT FROM AUTHOR]

Background: Despite intervention efforts, negative alcohol‐related consequences continue to impact young adults. Most alcohol interventions focus on reducing alcohol consumption; however, previous research indicates that focusing solely on alcohol use may not decrease consequences. Additionally, many alcohol interventions have diminishing engagement, and few are designed with young adults involved in the development process. Drawing on user‐centered design, this study sought to understand young adult perceptions, preferences, and needs for electronic interventions specifically aimed at reducing alcohol consequences. Methods: Using semi‐structured qualitative interviews, 21 young adult drinkers (ages 18–24; 57.1% female) shared their opinions regarding the need for electronic interventions (i.e., mobile or web‐delivered) to reduce alcohol consequences as well as their preferences for content, features, and ways to increase engagement. Interviews were coded and analyzed using a multi‐step thematic analysis approach. Results: As part of our discovery phase of intervention development, content coding revealed four main themes. Participants perceived several benefits of interventions focused on alcohol consequences, such as promoting mindful alcohol use and reducing alcohol‐related harms. Participants also discussed perceived limitations of such programs, including believing consequences from drinking are unavoidable, necessary for learning, and associated with peer pressure. Preferences for features included real‐time tracking, personalized feedback, and psychoeducation along with preferences for design including non‐judgmental framing, interactive content, and a user‐friendly platform. Conclusions: Engaging end users early in the development process is a valuable approach to increase intervention relevancy with the target population. This can also inform intervention content and design to maximize engagement and satisfaction (e.g., framing, features, and interactivity) while also reducing barriers identified early on (e.g., peer pressure). [ABSTRACT FROM AUTHOR]

This study aims to compare how lecturers, also being different English as a lingua franca (ELF) users use various vague expressions in academic lectures in a Chinese English‐medium instruction (EMI) university. The study adopts the framework of appraisal grounded in systemic functional linguistic theory to classify all vague expressions according to intensity, amount, and categorisation. It is found that vagueness in relation to amount with no gradable features was used most frequently in the 12 academic lectures of the study, followed by those related to no‐scaled categorisation and upscaled intensity. The use of vague expressions is further examined from an academic ELF perspective. We discover that native‐speaker lecturers may use more vague expressions concerning amount whereas ELF lecturers may prefer those concerning intensity. Finally, we suggest some pedagogical implications of using vagueness in ELF communication for delivering academic lectures in the EMI university context. [ABSTRACT FROM AUTHOR]

Despite recent proliferation in scholarship on English research writing (ERW) and its teaching, ERW teachers' developing knowledge remains under‐researched. This multiple case study, featuring four ERW teachers working in the same university in Central China, builds on the pedagogical content knowledge (PCK) framework to delineate the complexities in participants' knowledge–practice nexus. Data sources include observations, interviews, journal entries, and teaching artifacts. Data analyses reveal that the complex interactions between PCK components have resulted in idiosyncrasies in participants' instructional decisions or practices concerning selecting teaching points, utilizing own disciplinary articles, deciding on pedagogical design, and assigning writing tasks. It is also found that participants who are more assured in their PCK repertoire tend to feel more secure in teacher–student interactions and adopt more student‐centered pedagogies. Participants' knowledge–practice nexus exhibits complex system features of self‐organizing and self‐transforming, as well as self‐knowing. Implications for transitional ERW teachers' practices and professional development are discussed. [ABSTRACT FROM AUTHOR]

Introduction: Cardiovascular disease (CVD) is a leading cause of death worldwide among adults. Traditionally, the disease has been considered as a condition affecting older adults. However, its risk factors (e.g., poor diet, sedentary behavior, inadequate sleep, and obesity) are increasingly being identified in younger populations. There is a need to increase the evidence of CVD risk factors in this population to further support preventive programs in this demographic. Objective(s): This study investigates the prevalence of CVD risk factors in young adult, college students. Design: Data was used from the American College Health Association's National College Health Assessment (ACHA‐NCHA) II‐C. Sample: The sample included data from 426,259 students, ages 18–25. Measurements: Data was reviewed on race, nutrition, physical activity, tobacco use, sleep, weight, and history of chronic disease. Descriptive statistics were utilized to examine the prevalence of CVD risk factors. Results: There was a notable prevalence of CVD risk factors, such as insufficient nutrition, obesity, insufficient physical activity, and inadequate sleep, among college students. Conclusions: CVD‐related risk factors are on the rise within this demographic. There is a pressing need for the expansion of public health initiatives aimed at enhancing CVD awareness and prevention among college students. [ABSTRACT FROM AUTHOR]

As a result of the COVID‐19 pandemic, significant disruptions were experienced in the 2020 school year. Transitions to remote teaching and student dismissal from campuses contributed to higher rates of stress, anxiety, depression, and uncertainty about student futures. Many educational institutions in the U.S. had to cancel or modify commencement ceremonies in response to social distancing mandates. For emerging adults in college, those ages 18–25, the loss of a traditional graduation event made the transition out of school and into adult roles and responsibilities more challenging. This study, based on qualitative surveys of 38 graduates from the class of 2020 who attended a private liberal arts college and experienced a virtual graduation ceremony, reveals that without the formal closure on the liminal period of emerging adulthood and the college years, many graduates were struggling to feel a sense of being ready to move on to graduate school or adult working roles. The life course perspective is employed to examine the impacts of the disruptions to the educational experience and put the loss of rituals in context for emerging adults today. [ABSTRACT FROM AUTHOR]

Background: Students within a cohort might employ unique subsets of learning strategies (LS) to study. However, little research has aimed to elucidate subgroup‐specific LS usage among medical students. Recent methodological developments, particularly person‐centred approaches such as latent profile analysis (LPA), offer ways to identify relevant subgroups with dissimilar patterns of LS use. In this paper, we apply LPA to explore subgroups of medical students during preclinical training in anatomy and examine how these patterns are linked with learning outcomes. Methods: We analysed the LS used by 689 undergraduate, 1st and 2nd‐year medical students across 6 German universities who completed the short version of the Learning Strategies of University Students (LIST‐K) questionnaire, and answered questions towards external criteria such as learning resources and performance. We used the thirteen different LS facets of the LIST‐K (four cognitive, three metacognitive, three management of internal and three management of external resources) as LPA indicators. Results: Based on LPA, students can be grouped into four distinct learning profiles: Active learners (45% of the cohort), collaborative learners (17%), structured learners (29%) and passive learners (9%). Students in each of those latent profiles combine the 13 LS facets in a unique way to study anatomy. The profiles differ in both, the overall level of LS usage, and unique combinations of LS used for learning. Importantly, we find that the facets of LS show heterogeneous and subgroup‐specific correlations with relevant outcome criteria, which partly overlap but mostly diverge from effects observed on the population level. Conclusions: The effects observed by LPA expand results from variable‐centered efforts and challenge the notion that LS operate on a linear continuum. These results highlight the heterogeneity between subgroups of learners and help generate a more nuanced interpretation of learning behaviour. Lastly, our analysis offers practical implications for educators seeking to tailor learning experiences to meet individual student needs. Darici et al. explore medical students' learning strategies, identifying four distinct profiles that help to highlight how learning is rarely a linear journey. [ABSTRACT FROM AUTHOR]

School psychology scholars argue that diversifying the profession will advance equity and social justice. Yet, nontraditional and racially and ethnically minoritized students are underrepresented in school psychology programs. These diverse college students bring complex identities that may complicate as well as enrich their paths to achievement. This is a challenge as higher education environments often do not optimize support for these students. To address this challenge, we investigated the influence of a school‐based task on cognitive engagement, subjective task value, positive and negative emotions, identities, and context‐sensitive high‐effort coping called John Henryism in 294 U.S. college students. Correlation and regression analysis demonstrated a strong relationship between John Henryism and subjective task value. Latent profile analysis and follow‐up logistic regression demonstrated that older and Latinx students predicted membership in the group that was high in John Henryism and subjective task value. We discuss theoretical and practical implications of this work in better understanding the mixed consequences of achievement motivation, contextualizing subjective task value using John Henryism, and recommendations for higher education institutions. [ABSTRACT FROM AUTHOR]

ABSTRACT Substantial literature has focused on language teacher agency and identity in relation to learners in classrooms. Relatively little research exists regarding the nature of language teacher identity shaped by contextual factors brought on by the internationalization of education. To address the gap in the literature, this study explored how student teachers in a TESOL program negotiate their language teacher agency and identity in the ecosystems of an internationalized institution of higher education while contributing to different ESL programs. While pursuing an MA degree in TESOL with a teaching opportunity at an Intensive English program for non‐matriculating students or an ESL service program for pathway program students at a US university, seven student teachers participated in semi‐structured interviews, which were triangulated with the student teachers’ portfolios of lesson plans and reflection papers. The analysis demonstrated the student teachers’ agentic beliefs, choices, and practices in relation to contextual factors in the nested ecosystems of internationalized higher education, such as international students’ needs in the microsystem, training opportunities in the mesosystem, institutional policy and practice in the exosystem, and broad cultural norms in relation to language education in the macrosystem. [ABSTRACT FROM AUTHOR]

ABSTRACT The literature shows that the question of how to integrate quality assurance into higher education institutions is associated with several obstacles including non‐support from university actors. This study explored the university actors' response to the recently implemented external quality assurance and accreditation regime for higher education in Malawi. The findings showed that university actors respond to external quality assurance in divergent ways, mainly characterised by formal instrumentality, professional pragmatism and symbolic compliance. This meant that it would be naïve for external quality assurance agencies to assume that when university actors participate in external accreditation processes, it means that they embrace external quality assurance as a mechanism for enhancing quality. The implication was that national policy makers and quality assurance agencies should not consider university actors as ‘passive recipients’ that mutely accept quality assurance reforms, but rather seriously attend to them as both ‘makers’ and ‘shapers’ of policy in order to develop quality assurance systems that can be genuinely embraced. The study contributes to research that take a critical perspective in interpreting university personnel response to quality assurance. [ABSTRACT FROM AUTHOR]

ABSTRACT In response to the COVID‐19 pandemic, an abrupt wave of digitisation and online migration swept the higher education institutions around the globe. In the aftermath of this digital transformation which endures as the legacy of the pandemic, what lacks in knowledge is how effective the anti‐COVID measures were in maintaining quality education. Using machine learning to analyse student grades as a proxy for educational standards, this study investigates and demonstrates the evaluative potential of machine learning (vs. traditional statistics) with respect to not only crisis responses in education but also applied studies such as Information Systems and Tourism. Main implication of this study is the analytical utility of machine learning even when educational data are irregular and small. However, incorporating accurate and meaningful data points into the existing online educational systems is crucial to leverage this utility of machine learning. [ABSTRACT FROM AUTHOR]

ABSTRACT This study delves into the impact of knowledge sharing on innovative work behaviour within higher education institutions in Ghana, utilising data gathered from 285 participants. Employing a quantitative approach and utilising a descriptive‐correlational research design, this research reveals a consistently high level of innovative work behaviour. All dimensions of innovative work behaviour, including idea promotion, idea generation, and idea implementation, received notably high scores. Likewise, the sub‐components of knowledge sharing, namely the community of practice, organisational communication, personal interaction, and written contribution, were rated as high within these institutions. The study establishes a significant positive correlation between knowledge sharing and innovative work behaviour (β = 0.88, p = 0.00). The study advocates for promoting knowledge‐sharing mechanisms within higher education institutions, fostering an environment that facilitates seamless knowledge exchange amongst all members. [ABSTRACT FROM AUTHOR]

While historical geographers and historians increasingly recognise the benefits of and need for participatory research, the rigid structures regimenting academic practice have acted as barriers to successful knowledge exchange. Community involvement and place‐based research come with a number of challenges characterised by miscommunications, frustrations, and failures. This paper reflects on findings that emerged from a three‐month internship investigating public and community engagement activities at the Centre for History, University of the Highlands and Islands (UHI). The internship was the outcome of a collaboration between UHI and the Centre for the History of People, Place, and Community (CHPPC), Institute of Historical Research London (IHR). Based on interviews with UHI academics and heritage institutions beyond the Higher Education sector based across the Highlands and Islands, the paper explores the inevitable pitfalls that comes with community engagement and the ethical questions raised by knowledge co‐production. [ABSTRACT FROM AUTHOR]

ABSTRACT Private master's comprehensive institutions (PMCIs) in the United States navigate pressures to expand college access and equity while striving for prestige in the academic hierarchy. To strive for prestige entails competing for world‐class status of greater selectivity, research intensity and resources, but such a pathway to excellence may, because of market‐competition, deepen institutional and student stratification in the sector. In this study, we examine how organisational characteristics associated with striving influence low‐income student enrolment at PMCIs over time. Our panel analysis revealed selected factors constraining the enrolment of low‐income students at the average PMCI. But the magnitude of these statistical relationships was rather modest and did not suggest dramatically worsening institutional and student inequality in the sector. These findings support a flexible theory of organisational fields, illuminating more equity‐centred behaviours at the typical PMCI than what prior literature indicates. We discuss implications for research and policy emphasising equity's connection to institutional excellence. [ABSTRACT FROM AUTHOR]

Background: The Active Ingredient Prescribing (AIP) mandate was introduced Australia‐wide on 1 February 2021. The AIP legislation makes the pharmacist a stakeholder who can provide valuable information to customers and patients. Aim: To explore the experiences of community pharmacists with AIP legislation with a focus on attitude, health literacy, and medication safety. Method: Semi‐structured, in‐depth interviews were conducted and guided by the Theoretical Domains Framework (TDF). Transcripts were analysed using a deductive approach to categorise data and inductive thematic analysis to identify concepts and themes. Ethical approval was granted by the Griffith University Human Research Ethics Committee (Reference no: 2021/878) and the study conforms to the Australian National Statement on Ethical Conduct in Human Research. Informed consent from all participants was obtained via a study information sheet distributed to all potential participants and completion of written consent forms prior to participation in the study. Participants received gift cards as compensation for their time. Results: Six pharmacists participated, and thematic analysis of collected data revealed three main themes. These included education, integration, and trust. Insights on patients' acceptance of their prescriptions and the expanded patient‐facing opportunities were highlighted. Participants' opinions leaned towards enhancing the smooth integration into the AIP process of other stakeholders like prescribers and regulatory bodies. Establishing multilevel communication between stakeholders and customers was pivotal to improving health literacy and medication safety. Pharmacists' views on process integration provided unique insight into the practical challenges with the AIP mandate. In addition, 'trust' in the prescriber enhanced patient acceptance of generic medicines. Conclusion: The study provided baseline evidence to show that the AIP mandate enhances health literacy and empowers patients to know the active ingredients in their medicines, which in turn supports medication safety. Examining the implementation of the AIP legislation facilitated a nuanced understanding of the effect that these AIP changes have on patients. [ABSTRACT FROM AUTHOR]

University‐based boundary organisations provide academics with an environment where they can interact with a wide variety of societal partners to produce knowledge and work on research projects, often of a transdisciplinary nature. This environment, however, implies that their researchers may be confronted with multiple and sometimes conflicting demands coming from various stakeholders. In this study, we focus on one such case, a Real‐world Laboratory (RwL), set up by the Karlsruhe Institute of Technology. This RwL focuses on urban sustainable development challenges. Drawing on boundary work literature, we analyse the boundary work strategies employed by the lab's leading researchers to manage such demands as part of a RwL research project. We observe that the managing researchers buffer several types of boundaries in order not to compromise the transdisciplinary nature of the RwL. They appear to utilise four types of boundary devices when managing boundaries: language, people, objects, and spaces. We conclude that, to reduce tensions, the managing researchers should acknowledge the presence of boundaries early on in their RwL research project, that is, during its conception phase. [ABSTRACT FROM AUTHOR]

Transformation reflects the government's engagement and policies in restructuring higher education to cultivate the country's communal economy. Higher education is challenged in providing tertiary education to students from diverse environments, and staff transformation is needed. This cross‐sectional study establishes the staff's perception of transformation in the School of Healthcare Sciences of a selected South African university. Staff were purposively sampled and were surveyed using an electronic questionnaire. The survey included aspects of equity, transformation, management, recognition, the social environment, the physical environment and general satisfaction. Demographic variables, including the perspective on transformation in the institution, the student body and transformation management, were descriptively analysed. Most staff members perceived the university as committed to transformation despite racial tensions and past injustices. Over two‐thirds of the staff support the university's goal of increasing a diverse student body. Additionally, the management is comfortable with diversity and demonstrates equity for all. The implementation of transformation was actively considered and aligned with policies. [ABSTRACT FROM AUTHOR]

The qualifications of faculty members play a crucial role in the success of educational systems. Academics with a high level of organizational citizenship behaviour (OCB) are mostly valued due to the excellent services they offer to their students. This study aims to investigate the impact of faculty members' personality traits on their OCB. Additionally, it examines the moderating role of the perceived university brand in the relation between the two variables. This study is quantitative in nature and the sample includes professors working at seven prestigious Iranian universities. Overall, 422 questionnaires were gathered. By the use of Smart‐PLS, the results indicate that academic members with conscientious, agreeable and openness personality traits tend to show higher levels of OCB. On the flip side, neuroticism negatively predicts academics' OCB. Moreover, this research indicates that perceived university brand significantly moderates only the effect of openness trait on faculty members' OCB, meaning that professors with openness to experience traits who are working at such universities, are more likely to engage in OCB. [ABSTRACT FROM AUTHOR]

The recent complexity of the university system, with diverse academic trajectories and varying socio‐demographic characteristics of students, has led to increased access for historically underrepresented students. This has resulted in a rising number of adult learners, students with external responsibilities and individuals returning to education. However, despite this enhanced access, it remains unclear whether it has improved graduation. This uncertainty stems from the fact that students' social circumstances and external responsibilities differ significantly based on when they enter university. From a life course perspective, the aim of this paper is to explore the interactive effects of age at university entrance and employment status on the probability of graduating of an entire cohort of new students who entered the Catalan Higher Education System in 2012 (N = 29,463). The results show an interaction effect between age and employment status on the probability of graduation where working decreases the probability of graduation among students younger than 42 years old. Conversely, the negative impact of employment on university graduation diminishes among students entering university at an older age. This underscores the importance of adopting a life course perspective to comprehend students' educational experiences and outcomes within higher education. [ABSTRACT FROM AUTHOR]

Sustainability action at universities is complex and requires engaging multiple competences that reside on different levels outside and inside the organisation. In addition to individual competences, social communities also possess collective resources and characteristics that do not translate into a sum of individual abilities. Based on a qualitative small‐n comparative study of four universities in Spain, Portugal, Finland and Romania, this paper explores the concept of collective sustainability competences as enablers and constraints of sustainability action at universities. Drawing from institutional theory and nestedness in organisations, the article poses the following research question: How can the collective sustainability competences of universities be conceptualised? The article develops a conceptual understanding of regulative, normative and cultural‐cognitive elements of collective sustainability competences as a nested institutional space. In so doing, the article contributes to the discussion on the capacity of universities to act as key organisations in sustainability transitions. [ABSTRACT FROM AUTHOR]

Greenspaces on university campuses have gained recognition for their multifaceted impact on the physical, social, emotional and intellectual well‐being of students. The allocation of resources towards the development and maintenance of greenspaces is regarded as a strategy in the pursuit of sustainable development goals. However, the research on greenspaces within higher education has been inadequate. This study conducts an assessment of greenspaces within 2556 Chinese universities using remote sensing and geospatial technology, analysing the disparities in their distribution and exploring the spatial patterns and driving factors on a national scale. A national university greenspace database is obtained. Unexpectedly, the study finds that greenspace area and proportion within Chinese universities are relatively low in comparison to the greenspace areas outside the campus and of the city. There is heterogeneity and a decreasing trend in university greenspace. Compared to university faculty and off‐campus population, university students have the lowest per capita greenspace area. Of concern is the significant issue of greenspace inequality. Our research suggests that the inequality in greenspace provision for university students can be explained by factors of economic development, educational investments and provincial greenspace supply. This study provides an in‐depth analysis of the state of greenspaces in Chinese universities and calls for interdisciplinary and interdepartmental cooperation to address issues of greenspace inequality and campus greening, ensuring the sustainability and livability of urban areas and university campuses. [ABSTRACT FROM AUTHOR]

In this study, an early warning system predicting first‐year undergraduate student academic performance is developed for higher education institutions. The significant factors that affect first‐year student success are derived and discussed such that they can be used for policy developments by related bodies. The dataset used in experimental analyses includes 11,698 freshman students' data. The problem is constructed as classification models predicting whether a student will be successful or unsuccessful at the end of the first year. A total of 69 input variables are utilized in the models. Naive Bayes, decision tree and random forest algorithms are compared over model prediction performances. Random forest models outperformed others and reached 90.2% accuracy. Findings show that the models including the fall semester CGPA variable performed dramatically better. Moreover, the student's programme name and university placement exam score are identified as the other most significant variables. A critical discussion based on the findings is provided. The developed model may be used as an early warning system, such that necessary actions can be taken after the second week of the spring semester for students predicted to be unsuccessful to increase their success and prevent attrition. [ABSTRACT FROM AUTHOR]

Despite the fact that organisational values play a pivotal role within organisations and allow for a broad differentiation between universities, little is known about the organisational values universities select to pursue, and the factors impacting the selection of specific values. Therefore, we aim in this study to explore what type of organisational values universities express in their identity claims, and whether the institutional control (public vs private) affects value selection. We analysed the mission statements (i.e., identity narratives) of 169 Turkish universities using an a priori coding approach. The results indicate that public and private universities express similar value profiles and address different pressures from stakeholders by communicating a hybrid set of values. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the essential experiences and skills required for successful and effective leadership at Tribal Colleges and Universities (TCUs) in the United States. Utilizing Weick's seven properties of sensemaking as a framework, this study examines how participants developed their sensemaking abilities regarding their presidencies at TCUs. To conduct this research, a phenomenological qualitative research method was utilized, analysing 11 interviews with TCU presidents. The themes identified in this study included developing a vision plan that the Tribal community supports; learning to communicate with diverse stakeholders; understanding Tribal and non‐Tribal politics for fundraising and accreditations; and eliciting mentors from Tribal leaders and other TCU presidents. These findings have vital implications for individuals interested in pursuing leadership positions at TCUs, as they highlight emic perspectives on the skills and experiences necessary for success in these roles. [ABSTRACT FROM AUTHOR]

The objective of this paper is to contribute to our understanding of 'crisis' in higher education through the analysis of a unique series of events involving a decisive change in the relationship between a university and the state. A descriptive case study approach is used to investigate the crisis in governance at Athabasca University, an open university located in Alberta, Canada. Factors leading to the crisis included the university leadership's decision to move forward with plans to become a near‐virtual organization, concerns by local town that a loss of university employees in the region would be an economic catastrophe, and political opportunism on the part of the elected provincial leaders who decided to address the problems raised by the town and shift the mandate of the university. Drawing on institutional theory and the concept of institutional logics, the paper analyses the episodic nature of the crisis and explores both the nature of the conflict and its resolution. [ABSTRACT FROM AUTHOR]

Under the context of the in‐country mobility of Hong Kong students studying at Chinese Mainland universities, this paper proposes the notion of 'transborder habitus' to understand Hong Kong students' experiences and perceptions. Through qualitative research with in‐depth interviews with 51 Hong Kong students studying in major cities, namely Beijing, Shanghai, Guangzhou and Xiamen, how these students move across the socio‐cultural and academic fields at specific times is dissected. The process of how they perceive and adapt to their new life and identities on the mainland campuses is scrutinised. Students exhibited three types of adjustment styles: the Adjusters with pre‐adapted habitus, the Strangers with cleft habitus and the Outsiders with mis‐matched habitus. Their coping strategies are discussed and the salient factors shaping the students' transborder habitus are analysed. [ABSTRACT FROM AUTHOR]

The Guangdong‐Hong Kong‐Macao Greater Bay Area is becoming a new world economic centre, but research on the law of academic talent mobility in the Greater Bay Area is still scarce at present. This study builds an overall analysis framework, introduces the curriculum vitae analysis method, and systematically collects resumes of academics from universities in Guangdong, Hong Kong, and Macao. Through this, we try to find the stock, distribution, study origin and inflow of academic talents in the Greater Bay Area, the internal mobility of academic talents in the Greater Bay Area, and the global mobility network of academic talents in the Greater Bay Area. Academic mobility is a significant topic in higher education research, closely related to higher education's competitiveness and attractiveness. This research is of positive significance for clarifying the basic situation of academic talents in the Greater Bay Area, scientifically carrying out talent planning during the new stage of China's national economic and social development, and scientifically attracting talents based on the law of talent mobility. [ABSTRACT FROM AUTHOR]

Internationalization is known to enhance university capacities in cross‐border learning and encourage institutional transformations for improved quality of scholarship and education. Studies on internationalization of research and teaching are, however, under‐problematized with regard to asymmetries that pervade different collaborating systems and cultures. This paper addresses this gap by elucidating asymmetries in the Greater Bay Area of China (GBA), which is dealing with differences in legacies and experiences of internationalization in university research and teaching. At a time when the governments in the three constituent jurisdictions of GBA—Guangdong Province, Hong Kong Special Administrative Region (SAR), and Macao SAR—encourage universities to collaborate across jurisdictional borders, this study applies a bibliographic analysis to shed light on asymmetries and mitigation strategies in internationalization of research and teaching. [ABSTRACT FROM AUTHOR]

Aims: This study aimed to assess the female circumcision (FC) experiences, healthcare needs, and access to health services of foreign university students who are victims of female genital mutilation and studying in Turkey. Methods: This descriptive qualitative study was conducted in the Faculty of Health Science in a state university in Turkey from December 2021 to January 2022. Eight students who had been subjected to FC participated in this study. Data were collected by conducting in‐depth, semistructured online interviews and using a pilot‐tested interview guide. The data were analyzed using inductive thematic analysis. Results: Four themes emerged: "reasons for performing FC, 'health effects of FC,' 'psychological problems linked to FC,' and 'FC survivors' access to health services.'" Students stated that they exposed to this practice because of limiting their womanhood, they experienced problems, such as pelvic pain, infection, loss of sexuality, fear of pregnancy and birth, and they had healthcare needs due to FC but face some barriers. Conclusions: FC negatively affects women's health and has specific healthcare needs. Studying in a different country can be turned into an opportunity to solve the health problems they experience. For this, the right approach with knowledgeable and culturally sensitive health professionals can change stereotypes towards practice. [ABSTRACT FROM AUTHOR]

Despite the need for culturally competent counselors, there is sparse literature on ways counselor educators navigate the processes associated with multicultural training. Using post‐intentional phenomenology, researchers interviewed nine counselor educators about their experience teaching multicultural courses and the challenges they faced in preparing future counselors. Themes related to burden, navigating limited support, the dynamic nature of the course, and achieving multicultural training aims emerged. Implications for counseling programs, academic institutions, and the profession are discussed. [ABSTRACT FROM AUTHOR]

Rationale: Evaluating future nurses' perspectives on artificial intelligence, determining their missing or incorrect information on the subject and determining their anxiety levels are of great importance in terms of providing science and technology‐based health services in the future. Aims: This research was conducted to evaluate the knowledge, attitude and anxiety levels of future nurses about artificial intelligence applications. Method: The research was a descriptive type, conducted with 552 nursing students. In collecting data, 'Data collection form' and 'Artificial Intelligence Anxiety Scale' (AIAS) were used. Analysis of data was performed with descriptive statistics, Kolmogorov–Smirnov, Shapiro–Wilk, Spearman, Mann–Whitney U and Kruskal–Wallis tests. In the study, p < 0.05 value was considered statistically significant. Results: It was determined that the students' average AIAS score was 51.68 ± 12.32. It was determined that 95.3% of the students did not receive training on artificial intelligence, and 94.0% did not have artificial intelligence‐related subjects in their school courses. It was determined that 79.2% of the students wanted artificial intelligence‐related subjects to be included in school courses. Conclusion: In the study, it was determined that the artificial intelligence anxiety levels of nursing students were high. It has been determined that students with negative feelings about artificial intelligence have higher artificial intelligence anxiety levels. Our suggestion; adding courses or subjects related to artificial intelligence to the university curriculum and starting to include nurses in the working processes during their student years. [ABSTRACT FROM AUTHOR]

This paper explores the lived experience of university students with dyslexia, focusing on identity and self‐esteem. The qualitative study used semi‐structured interviews with five students with dyslexia and discussions with learning support tutors at four UK universities. Thematic analysis of the interview data revealed the impact of dyslexia's stigma on students' academic self‐concept and self‐efficacy in their studies, including how students manage stigma through decisions on when and with whom to declare dyslexia: some even rejected study support. Concealing dyslexia led to identity conflict and low self‐esteem, compounding students' already low academic self‐concept, particularly when dyslexia had been unrecognised through school. The study highlights significant academic, practical and identity consequences for students who hide dyslexia from their peers, subject lecturers or study support. The conclusions outline priorities to lessen dyslexia's stigma at university, increase student agency in their support and open dialogue on dyslexia, particularly important between students with dyslexia and subject lecturers. By exploring dyslexia's identity impacts and disclosure, this paper contributes to wider conversations on increasing the representation, achievement and retention of students with dyslexia. [ABSTRACT FROM AUTHOR]

Social responsibility of higher education institutions (HEIs) and 2030 Agenda represent a new tool for improving the management of HEIs. This article aims to conduct an in‐depth study on the diagnosis of the integration of social responsibility guidelines (SR) and sustainable development goals (SDGs) into the strategic plans of Polish and European HEIs. The work shows connections and similarities between the UN Sustainable Development Goals, United Nation Global Compact Principles and the Polish declaration of social responsibility of universities and the forming on this basis the HEI's strategic documents. The methodology of the study was based on the content of open information published on the university's website and research questions addressed to two groups. First was Polish HEIs (N = 83) that have signed the Polish declaration of social responsibility by 2019, the other was European HEIs belonging to the United Nation Global Compact (N = 141). The results indicate that in the current strategic plans of Polish HEIs the process of integrating university social responsibility (USR) into strategic plans is visible at 61.6%, and 43.8% of strategic plans refer to SDGs, unlike for the foreign universities 37.2% and 62.8%. [ABSTRACT FROM AUTHOR]

This study investigates how the specificity of a university business model supports the dominance and persistence of a handful of elite non‐profit universities, while considering the implications this phenomenon has on social responsibility. Despite their longstanding positions at the top of academia for over four decades, these universities often struggle to actively embrace social mobility, diversity and inclusion. The existing literature on business models lacks a comprehensive conceptualization that captures the ability of some institutions to establish and maintain their domination within non‐economic fields, such as higher education. Drawing on Bourdieu's framework and a unique dataset comprising 192 private non‐profit American universities, the study uncovers two fundamental mechanisms of accumulation and conversion of forms of capital (economic, social, cultural and symbolic) behind the perpetuation of dominance among non‐profit universities. This research contributes to both business model and higher education studies by introducing a novel conceptual tool for investigating the business models of non‐profit universities. Important managerial and social implications, including a call for leading non‐profit universities to enact socially responsible and diversifying measures, follows. [ABSTRACT FROM AUTHOR]

Although attention has been paid to return migration internationally, research studies on why Chinese overseas doctoral graduates return to China are few. A study that considers gendered motivations has yet to be found. Using a qualitative study with 31 Chinese overseas doctoral graduate returnees, this study examines factors influencing graduates' reasons for returning to China and how these relate to Chinese gender and gender role‐related cultural norms. Using the push‐pull theory and the concepts of gender (as an individual characteristic) and gender norms, the study shows that the reasons for return were gendered, with females motivated by family and emotional factors and males by economic and career benefits. The study identifies inequalities derived from traditional gender roles and cultural norms that persist in China. This has implications for state policy, higher education institutions and future research. [ABSTRACT FROM AUTHOR]

ABSTRACT In recent decades, research has explored tension between women academics' motherhood and institutional discourse. This study, however, delves into the performances of nine Chinese women academics who are mothers and their body boundaries between motherhood and career progression based on semistructured interview data, using thematic analysis driven by the Butlerian theoretical concept of bodies. This approach contributes to a more nuanced understanding of academic mothers in the Chinese higher education context. The findings show that academic mothers strategically perform their bodies by maintaining, crossing and disciplining their body boundaries to satisfy social and institutional discourses. The findings reveal that academic mothers constantly face the tension between career expectations and motherhood. This study has implications for policy makers in academia, higher education institutions and women academics. [ABSTRACT FROM AUTHOR]

ABSTRACT To navigate the labour market graduates turn to their social network for valuable resources. However, existing disparities in accessing and exerting network resources may result in more precarious transition outcomes for first‐generation graduates. To gain deeper insight into how social networks facilitate the transition process, this study focuses on the network actors and resources that are perceived as valuable by graduates. Over a 4‐month period commencing at graduation, 22 graduates, encompassing both first‐generation and continuing‐generation students, were bi‐weekly tasked with mapping their social networks. Results show that graduates rely strongly on close contacts, making graduates dependent on the experience of their parents with a certain field of work, which often results in an implicit advantage for continuing‐generation graduates. Moreover, higher education institutions fail to use their power to embed valuable institutional resources or network actors into graduates' networks after graduation, which creates limited opportunity structures, in particular, for first‐generation graduates. [ABSTRACT FROM AUTHOR]

ABSTRACT This study dives deep into the evolution of research on teacher emotions (TE), teacher agency (TA) and their role within higher education institutions (HEIs) from 1975 to the present. Combining a meticulous bibliometric and content analysis, the paper has painted a detailed picture of how the academic conversation has developed over nearly half a century. The approach did not just count publications but looked at how they connected globally. The study reveals a rich tapestry of international collaborations, with the United States, Australia and China standing out as key players, showcasing the global interest in this field and its interconnected insights. Another fascinating finding is the uncovering of the multifaceted dimensions of research on TE and TA and the significance of regional and global perspectives in shaping the holistic landscape of the field. The emergent themes, such as ‘Language Teacher Emotion’ and the significant impact of ‘COVID‐19’ on educational dynamics, are even more intriguing. These themes strongly indicate the field's evolution and responsiveness to the emerging challenges in the contemporary academic landscape. [ABSTRACT FROM AUTHOR]

In this essay, the meaning of diversity is explored as it pertains to senior underrepresented minority (URM) faculty experiences. The experiences of senior URM faculty were gathered through the URM Senior Scholars Histories Project to bring more visibility to racist and sexist practices and to the lack of diversity among faculty within research universities. This brings into question the use of the term diversity in higher education, a term that is often used, but falls short of a clear definition and plan for its implementation for better serving faculty, staff, and students. Through a brief overview of the use of the term diversity in higher education, it becomes apparent that it has been used as a pretty word for nearly 50 years, despite tireless efforts to make real, transformative structural changes within higher education institutions. The question now is: where do we go from here and what can we do to build and create new ways of being that embrace diversity as the norm? [ABSTRACT FROM AUTHOR]

ABSTRACT It is imperative that pre‐service teachers gain digital competency (DC) as a result of their education where e‐learning is a central component. In this study, we aimed to describe pre‐service teachers' perceived DC and e‐learning satisfaction (ELS) levels, to examine how their perceived DC and ELS change in terms of related variables and to investigate how perceived DC predicts ELS. To inform their policy decisions, teacher training institutions and more generally HEIs must have a clear understanding of this relationship as it will allow them to decide whether to invest in e‐learning platforms or in enhancing pre‐service teachers' perceptions of DC. Utilising a quantitative research understanding, we collected data from 402 students in various teaching programs at a Faculty of Education. Findings indicated that pre‐service teachers report a high level of perceived DC and moderate level of ELS while we ascertained a low level of predictive relationship between the two variables. We suggest that policymakers prioritise investing resources in improving DC of pre‐service teachers in order to have them higher levels of ELS to increase the quality of their education. [ABSTRACT FROM AUTHOR]

The study aims to inquire about the level of understanding of Sustainable Development Goals (SDGs), Sustainable Finance (SF), and Financial Inclusion (FI) among business graduates. The data were collected through a self‐administered questionnaire from 342 business graduates from different universities in a developing country like Pakistan. The findings revealed that the respondents have a no‐to‐low understanding of SF, FI, and the role or importance of these in achieving the 17 SDGs. The findings suggest major revisions in the structure and contents of different business degrees in Pakistan. Overall, the study opens new avenues for research and provides important insights for all the key stakeholders, including universities, higher education institutions (HEIs), the Higher Education Commission (HEC), students, and parents. The study also has social and practical implications for various stakeholders in the HEIs. [ABSTRACT FROM AUTHOR]

A new measure for assessing an individual's perception of the dyadic difficulties in emotion regulation with a romantic partner is tested. The Difficulties in Emotion Regulation Scale–Dyadic (DERS‐D) was obtained by adapting some items of the previous Difficulties in Emotion Regulation Scale (DERS) to the dyadic context. The scale was administered both to a sample of university students (N = 835) to explore its factorial structure and to a convenience sample (N = 833) together with the DERS, the DERS‐Positive, the Emotion Beliefs Questionnaire (EBQ), and the Emotion Regulation Questionnaire (ERQ) to confirm the factorial structure and to explore its construct validity. Results highlight that DERS‐D measures two distinct features, namely the lack of dyadic awareness and the lack of dyadic clarity, and that configural invariance across genders was met. DERS‐D subscales' internal consistency was high. The correlations between the DERS‐D and the other measures demonstrated its construct and criterion validity. The promising nature of these results is discussed in light of the potential clinical and empirical uses of the DERS‐D. [ABSTRACT FROM AUTHOR]

Summary: The history of the Koishikawa Botanical Gardens, The University of Tokyo, is briefly introduced with reference to the research of Ogasawara flora. [ABSTRACT FROM AUTHOR]

This article argues that three dimensions of relevance can be identified for the academic study of religion as it is taught at the university: (1) Foundations; (2) General Education; and (3) Application. The analytical distinction of these dimensions also reveals that they are inextricably linked and co‐dependent. This model may help to sort out the tasks and opportunities of a secular, comparative study of religion in academia and society. Importantly, for each dimension, the comparative method has a crucial role. [ABSTRACT FROM AUTHOR]

This article focuses on recent changes in Rhodes College's Foundations in the Liberal Arts curriculum that were motivated by a desire to help students become competent and engaged debaters of meaning and value in the trying times of the 21st century. I focus on how my own two foundational liberal arts classes—"The Bible* and Nationalism" and "The Bible* and Comparative Ethics"—sought to widen the category of scripture for college students in their value discussions, as well as the benefits and potential limitations of moving away from the Bible as the sole source of moral formation in the American classroom. [ABSTRACT FROM AUTHOR]