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Abstract\nPlain language summaryU.S. higher education is facing an ongoing assault via state legislation targeting divisive concepts, such as teaching critical race theory and initiatives supporting diversity, equity, and inclusion across campus. Although attacks to foundational aspects of postsecondary education in the U.S. are not new in the history of the sector, the current policy trend offers an opportunity to gain insights into how institutions and various stakeholders respond to these events and the ethical tensions these individuals may face. Using qualitative content analysis, this study examines publicly available statements and other responses by stakeholders of public 4-year institutions in the Southern United States, as defined by membership in the Southern Regional Education Board. This region of the country has become an epicenter for the introduction and adoption of these types of policies; the region also encompasses a diverse group of states politically and regarding institutional representation within public postsecondary sectors. Ultimately, this study seeks to understand how characteristics of higher education influence responses by institutional stakeholders in this regional context.Anti–higher education sentiment has been increasingly vocal across the United States, particularly from conservative politicians and media since President Trump’s Administration took office in 2017. While anti–higher education commentary is not a new phenomenon, the particular focus of this most recent wave centers on practices and programs aligning with critical race theory (CRT) and diversity, equity, and inclusion (DEI) and has resulted in a growing number of proposed and enacted state policies targeting these areas. A fundamental question, however, centers on how public institutions and their institutional stakeholders respond to these policies. This study reviews 82 publicly available responses by institutional presidents, faculty, staff, students, alumni, and trustees from public 4-year institutions located in the Southern United States. These data were systematically collected and analyzed through the theory of stakeholder saliency, and several themes emerged. For example, despite expectations that state contexts, such as partisan state politics or number of postsecondary institutions, might influence the number, content, or character of responses, findings suggest that the seriousness of these attacks may have superseded many of these differences, with many responses focused on reacting to active bills and adopted policies rather than proactively voicing concerns about national and regional trends. Students, faculty, and staff were often more vocal in their opposition to these policies, whereas presidents and other institutional leaders attempted to remain more neutral, potentially because of their role and position in relation to the policymakers. Given the use of publicly available responses, findings highlight the potential disconnect in media coverage of key stakeholders as well as the representative institutions included in the coverage. [ABSTRACT FROM AUTHOR]

Initial teacher education (ITE) has changed dramatically over the past 50 years but some of the same issues persist in Canada and around the world. This article begins with an overview of how teacher education has evolved in Canada with a particular emphasis on the past 50 years. It recounts the gradual rise of professionalisation as teacher preparation moved from normal schools and teachers’ colleges to universities. We discuss the struggles for control of teacher education and how these have played out differently in various provinces and territories. The second part of the article provides an overview of external bodies that influence policies and programmes related to ITE in Canada including government agencies, royal commissions, colleges of teachers, and teachers’ federations. The third part focuses on internal influences on ITE that are both university and school-based and examines some of the points of tension between them including programme content, the balance between theory and practice, and the practicum. Finally, we look at recent developments in ITE focusing specifically on Indigenous education, truth and reconciliation and equity, diversity and inclusion, all of which will continue to be priorities for Canadian ITE moving forwards. [ABSTRACT FROM AUTHOR]

Background: The demand for nursing professionals with advanced education and specialized knowledge is growing, which encourages nursing undergraduates to pursue postgraduate studies. Therefore, an in-depth investigation into the barriers and facilitators affecting the motivation of nursing undergraduates to take postgraduate entrance exams was necessary. This may provide more targeted recommendations for the formulation of relevant policies and the provision of student support. The purpose of this study is to explore the barriers and facilitators affecting the motivation of nursing undergraduates for postgraduate entrance examination. Methods: Data for this study were collected from in-depth semi-structured interviews with 15 nursing undergraduates from Nantong University between October and December 2023. Thematic analysis was employed to analyze the data. Results: Four barriers were identified, including study pressure and internship fatigue, self-doubt and fear of failure, employment pressure, and lack of information and resources. Four facilitators were also identified, including the desire to upgrade academic qualifications and professional skills, career development and transition, escaping clinical work and delaying employment, as well as the power of role models, and social support. Conclusions: The findings may help nursing undergraduates navigate the path to postgraduate entrance exams more effectively and ultimately succeed in their studies and future careers. The study underscores the importance of addressing these barriers and leveraging these facilitators to support the holistic development of nursing students. [ABSTRACT FROM AUTHOR]

Empowering graduates to secure quality post-graduation employment is a key goal for higher education institutions and their students. University support in developing career resources may aid transition to work by enhancing social support and networks, fostering a strong sense of professional self, promoting career self-management, and instilling career confidence. Yet there lacks empirical understanding of these resources and the role they play, including how they interrelate, how they vary by personal characteristics, and how they are developed. This study examines how graduates fare in the labour market, characterises their career resources, and explores the relationship between career resources and graduate-level employment. These insights will contribute to theoretical understanding of building employability and inform effective employability programmes in higher education. The mixed-method approach encompasses an online survey of 324 bachelor graduates of Australian universities, followed by focus groups to further explore participants’ experiences. Employed graduates felt that their work did not align adequately with their degree-based knowledge and skills. Those with greater career confidence, social support, and career self-management experienced better outcomes, with these resources showing strong interconnections. Universities should consider a multi-faceted approach in developing employability, addressing multiple dimensions of career resources from the beginning of students’ degrees. [ABSTRACT FROM AUTHOR]

Previous research utilised discourse analysis to explore institutional ideal worker discourse to find that it shapes (un)belonging and shores up an unequal and stratified academy via intersecting classed and gendered discourse. This paper develops this work by utilising Feminist Relational Discourse Analysis (FRDA) on interview data from 12, one-to-one semi-structured interviews with working-class women academics employed in UK Higher Education institutions. This analysis, first, identified a dominant discourse; ‘being a fish out of water’ that drew on a contemporary iteration of the ‘psy complex’ construction of the ‘imposter syndrome’ to obscure systems of power underpinned by gendered and classed portrayals of who embodies the ideal academic. Second, the analysis produced I Poems which uncovered hidden accounts of how this dominant discourse silences via a coupling with sufficient/deficient academic discourse to individualise – and make private – shameful and painful emotional experiences of unbelonging. Conversely, simultaneously voiced accounts attempted to resist and rally against individualised deficient constructions. This study evidences the utility of FRDA to uncover the unheard and silenced voiced accounts that are intimately connected to discursive systems of gendered and classed power, while illuminating counter-narratives that challenge individualised discourse of inequalities to claim rightful citizenship in the UK Academy. [ABSTRACT FROM AUTHOR]

Higher education plays a critical role in driving an innovative economy by equipping students with knowledge and skills demanded by the workforce. While researchers and practitioners have developed data systems to track detailed occupational skills, such as those established by the U.S. Department of Labor (DOL), much less effort has been made to document which of these skills are being developed in higher education at a similar granularity. Here, we fill this gap by presenting Course-Skill Atlas – a longitudinal dataset of skills inferred from over three million course syllabi taught at nearly three thousand U.S. higher education institutions. To construct Course-Skill Atlas, we apply natural language processing to quantify the alignment between course syllabi and detailed workplace activities (DWAs) used by the DOL to describe occupations. We then aggregate these alignment scores to create skill profiles for institutions and academic majors. Our dataset offers a large-scale representation of college education's role in preparing students for the labor market. Overall, Course-Skill Atlas can enable new research on the source of skills in the context of workforce development and provide actionable insights for shaping the future of higher education to meet evolving labor demands, especially in the face of new technologies. [ABSTRACT FROM AUTHOR]

Postsecondary institutions such as public and private universities have a key role to play in the development of sustainable smart cities. This paper discusses aspects of this role in terms of historical contributions, examples of contributions from the standpoint of two universities, and potential future contributions. The treatment of these aspects from a system-oriented perspective is also addressed. Researchers working on leading edge technologies have resources that enable them to introduce disruptive solutions that enhance the well-being of society. On the other hand, it is clear that different university realities demand unique actions depending on whether they reside in developing or developed countries, although common social problems have also been identified. Overall, there is an opportunity for universities to test new ideas and implement them in communities, especially where they reside. We discuss the role of universities in a broad sense, where contributions are briefly described and acknowledged. The focus is on applications for sustainability and social good that have been or could be developed in universities as new research opportunities to improve the quality of life of the general population. We also argue that it is essential to consider university contributions to the creation of smart cities in the context of a system-oriented perspective. [ABSTRACT FROM AUTHOR]

Private supplementary tutoring, widely described as shadow education in the academic literature, takes place outside regular school hours. It is widespread across the globe, but with diverse structures. Drawing on insights from Myanmar, this article examines how different forms of capital shape tutoring demand and supply. Employing a mixed-methods design, the study was conducted in Mandalay Region and Chin State. Survey data were collected from 1,366 students and 97 teachers, and interviews were conducted with 110 Grade 11 students, 34 high school teachers, 30 parents, 29 tutoring providers, and two private school owners. The article highlights economic, cultural and social capital, noting distinctive features in Myanmar but also commonalities with other societies. The article contributes to conceptual understanding of the forces that shape private tutoring in different settings. [ABSTRACT FROM AUTHOR]

While grit is considered essential to EFL learners as they navigate the challenges and setbacks of foreign language learning, it has been largely overlooked by EFL researchers. In this sequential mixed methods study with qualitative data and structural equation modeling (SEM), we examined the role of teacher confirmation and emotional support in predicting L2 grit among 309 low-proficiency Chinese EFL learners who were majoring in music, fine arts, and physical education at Chinese universities. Our results revealed positive correlations between teacher confirmation, emotional support, and L2 grit, with both teacher confirmation and emotional support significantly predicting L2 grit in our presumptive model. Qualitatively, we analyzed 22 participants' responses to three open-ended questions from a semi-structured interview. Interviewees named a spectrum of interpersonal, learner, context, teacher, and task related factors they believed to be affecting their L2 grit. Among the interpersonal factors, teacher-student communication variables were most frequently named, echoing our quantitative findings. We discussed the limitations, pedagogical implications, and recommended future directions of this research. [ABSTRACT FROM AUTHOR]

There is a prevailing belief that second language (L2) textbooks should strive for authenticity, aiming to accurately and reliably represent natural language use. However, assessing the authenticity of language textbooks is not a straightforward task, as it requires both a comparison between instructional texts and real-world language use and a consideration of the comparison within the broader context of language development. This study employs a corpus-based approach to examine word use in 31 widely used commercial textbooks across different proficiency levels, which serve as the primary resource for teaching, learning, and assessment in Chinese language programs at US universities. Using hierarchical cluster analysis, Zipf's law analysis, and descriptive statistics, we found supportive evidence for the authenticity of word use in Chinese textbooks from a developmental perspective. Specifically, our findings reveal a nuanced gradation in the distribution of words across proficiency levels within these Chinese textbooks. Moreover, as proficiency levels increase, there is a discernible register shift in word use from spoken to written discourse. These observations carry significant implications for the utility of textbooks in Chinese language programs, particularly in the realms of instruction and assessment. [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]

Health libraries play a critical role in supporting medical training in Australia. Accreditation is an important means of ensuring a program of study and the education provider suitably equips trainees with the knowledge, skills and professional attributes necessary to practice in the profession. This study identifies a lack of consistency and specificity in Australian medical colleges accreditation requirements as they pertain to health libraries. The recommended accreditation standard developed in this study provides a benchmark for training providers that will ensure consistency of access to high-quality library collections, services and spaces for all medical trainees. Accreditation standards from 52 medical colleges and associations supporting Australian medical training programs were reviewed. Information extracted from accreditation documents was entered into a working text spreadsheet. Data was organized under three key categories: Collections, Services and Space. Additional categories were added to record the use of the noun Library and expectations for journal access. A data extraction tool was created in Microsoft Excel to note the requirements of each provider for libraries and collections, services and spaces. The results of the content analysis highlight a lack of consistency in accreditation providers' expectations for library collections, services and spaces. Most providers (87% n = 45) required host organizations to provide access to collections. Requirements for library space were mandated by 54% of providers (n = 28). Less than 50% of providers (n = 22) specified library services as requirements. This content analysis highlights the role of health libraries in supporting medical education, research and evidence-based practice. It also reinforces the need for improved specificity, consistency and clarity in accreditation requirements for health libraries in post-graduate medical training. The recommended benchmark accreditation standard developed in this study is a step toward addressing these issues and ensuring equity of access to library services and facilities for all medical trainees in Australia. [ABSTRACT FROM AUTHOR]

Inclusiveness and honoring different cultures that reflect our patrons has been discussed in many different venues in the last few years. The staff of the Brigham Young University Library recognized the need for our metadata to demonstrate the commitment we have to honor others and to create a community of belonging. The staff also recognized that a policy would provide a roadmap for how to embark on fixing legacy metadata and how to move forward in creating metadata that reflects our core values in the library and at the university. This case study details how we developed an inclusive metadata policy and its accompanying documentation. We provide examples of how the policy is being implemented and the steps we have taken to help library staff understand cultural humility and how it can be applied in their work. [ABSTRACT FROM AUTHOR]

Universities are specific local entities, and as such are in competition with one another for resources and prestige. The general tone of the literature—which sees universities mainly as specific organizations—is quite negative, with competition leading to destructive market and political forces. The tone is surprising, given the extraordinary worldwide university expansion over the last seven or eight decades. This inconsistency is resolved with the perspective of neo-institutional theory: the university is a stunningly successful global institution from which specific cases derive their accredited standing and legitimacy. The enlarged and grand institutional canopy has supported thousands of expanded and rationalized organizations, which then suffer from competition. But in their struggles, the contending organizations produce further elaborations of the domain of the overall institution. The university grows, though the instances it flowers may sometimes suffer. [ABSTRACT FROM AUTHOR]

The intensifying competition among higher education institutions has prompted the adoption of relationship marketing as a strategy to attract and retain students. In this approach, students are viewed as customers, and their satisfaction and loyalty are key factors in a university's success and profitability. Therefore, creating value for students is essential in this competitive environment. Relationship marketing emphasizes building long-term relationships and interactions with students through effective communication. To identify the essential factors of creating value for students and their loyalty, a questionnaire was distributed among 230 students of Kharazmi and Shahid Beheshti Universities. Further, the antecedents of loyalty were estimated further by using structural equation modeling and AMOS software. This study offers a novel approach by examining two dimensions of student loyalty-recommended and patronage-to provide a more comprehensive understanding of loyalty toward higher education institutions. According to hypotheses, results indicate that the students' perception of the reputation of the higher education institution has a positive and meaningful relationship with dimensions of loyalty, and students' perception of the reputation were only affected by the facility variable, and there is no significant relationship with service quality and social activities. The findings provide insights into effective relationship-marketing strategies that higher education institutions can adopt to enhance their reputation and foster greater student loyalty, encouraging both dimensions of loyalty. Universities can promote positive perceptions of institutional reputation and cultivate loyal attitudinal and behavioral tendencies among students by following this approach. [ABSTRACT FROM AUTHOR]

This article provides a thorough examination of the past evolution and present conditions of Islamic education in Kazakhstan. It commences with an examination of the influence of the Hanafi school within Sunni Islam and traces the evolution of the Islamic educational system throughout various historical periods until the present day. Particular focus is given to blending Islamic teachings with contemporary educational structures. The researchers heuristically analyzed the current state of the field, identified the main problems, and suggested prospects for Islamic education for further development. In this study, the PRISMA methodology is adopted to systematize the literature, enabling a detailed examination of the characteristics and nuances of Islamic education within the historical and cultural traditions of Kazakhstan. The current study utilizes the historical method, which uses primary and secondary data sources. This method prioritizes historical analysis as a means to assess past occurrences. This paper examines the axiological importance of madrasas and Islamic universities, as well as the pedagogical approaches employed in these educational establishments. We have presented infographics that contribute to a detailed understanding of the field. From the heuristic analyses, we formulated practical recommendations for the government designed to enhance the quality and effectiveness of Islamic education. This paper highlights the importance of Islamic education as an important component of the cultural and scientific space of Kazakhstan, offering strategies for its sustainable development in the context of globalization and the transformation of educational systems. The results of this work are of significant interest to academics, madrasas, colleges, and higher education institutions specializing in Islamic education. [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]

Promoting intergenerational learning (IGL) is one of the 10 Age-Friendly University (AFU) principles, which facilitates the reciprocal sharing of expertise between learners of all ages. This PRISMA scoping review explored IGL initiatives involving older adults at institutions of higher education (IHE). Articles published from 2000 to 2022 were searched in the databases: CINAHL, SocINDEX, Chronicle of Higher Education, ERIC, PubMed, PsycINFO, SpringerLink, and Google Scholar. Twenty-five articles that met the inclusion criteria were reviewed. Three themes were identified: Institutional growth strategy, emerging practices, and IGL benefits. The organization's strategic planning and policy impact the strategies used to engage older adults in IGL. [ABSTRACT FROM AUTHOR]

Objective: To investigate the relationship between cognitive complaints, systemic inflammatory biomarkers, and psychological generalwell-being (PGWB) after mild/asymptomatic SARS-CoV-2 infection, according to the presence of long COVID and work tasks. Methods: University employees and metal workers were recruited in a cross-sectional study 4 months after SARS-CoV-2 infection to assess cognitive impairment, individual PGWB index, inflammatory biomarkers, namely platelet-lymphocyte, neutrophil-lymphocyte, and lymphocytemonocyte ratios, and the presence of long COVID symptoms. Results: A significant increase in the levels of inflammatory biomarkers was observed in subjects with long COVID. Furthermore, the PGWB index was influenced by long COVID symptoms and subjective cognitive and depressive symptoms, but not by work activity. Conclusions: In occupational settings, it is crucial to detect the presence of long COVID symptoms and systemic inflammation early, as they may be associated with lower PGWB. [ABSTRACT FROM AUTHOR]

Degree Apprenticeships within UK Architecture, Engineering and Construction (AEC) organizations present a raft of unprecedented opportunities. However, little is understood on precisely how AEC Employer Organizations (EO's) truly engage with Higher Education Institutions (HEI's) in order to create "meaningful" Built Environment Degree Apprenticeships. Understanding this challenge and minutia of this engagement forms the starting trajectory of this work. To do this, and informed by Boundary Object Theory, an interpretivist approach was used to capture qualitative data from transdisciplinary focus groups – representing domain experts from AEC/HEI sector bodies. Primary data was evaluated using reflexive thematic analysis. An integrated inductive/deductive approach was used to examine nuance, subjectivity, understanding and meaning. Research findings culminate in the form of a thematic map, highlighting four essential conditions to support the delivery of UK AEC DA's; specifically, the need for: (i) Onboarding, (ii) Structure (iii) Cooperation, and, (iv) Infrastructure. These findings identified that the knowledge needed to support engagement goes beyond existing acknowledged boundaries – ergo, that the corollary impact of these essential conditions require much deeper understanding than first thought. These findings form part of a wider study, the results of which will be reported in later works. [ABSTRACT FROM AUTHOR]

This article examines the place of evolutionary science in protestant and Catholic residential colleges associated with Australian public universities across the twentieth and early twenty-first centuries. Although faith-based universities are a relatively recent phenomenon in Australia, a quasi-federal model of secular teaching and accrediting universities linked to church-run non-teaching residential colleges developed with the founding of the first Australian university, the University of Sydney, in the 1850s. The model was subsequently replicated, with local variations, across the first generation of Australian public universities. This interface between mainstream secular and more selective religious spaces makes the colleges an instructive setting in which to examine science-and-religion ideas in institutional context. As principally pastoral, residential institutions the colleges did not have curricula or significant research programmes of their own, but student publications produced within them shed light on the attitudes and beliefs of students and some staff regarding evolutionary science, and science more generally, in relation to religion. The article analyses a corpus of more than 700 student publications published between 1907 and 2020 and associated with the Universities of Sydney, Melbourne and Queensland, the three institutions with the most developed collegiate systems. The analysis shows the complexity of ways in which evolutionary science was understood within the denominational colleges, and the limits set to those understandings by college authors' plural institutional contexts. [ABSTRACT FROM AUTHOR]

Transnational education (TNE) – a form of education where learners study in a different country to the awarding institution has been increasingly prevalent globally. Vietnam is not an exception. This article explores university transition experiences of TNE students in Vietnam. Thematic analysis of 20 in-depth interviews with TNE students identified eight inter-related transition challenges associated with new learning environments and academic requirements, including English oral communication, freedom, career uncertainty, peer relationships, technology, self-directed learning, time as well as study workload management, and writing skills. Findings also revealed that students used different strategies to cope with transition challenges. Specifically, they applied a self-directed approach to adapt to the new environment and sought support from peers, lecturers, advisors, and the library to overcome transition difficulties. Employing a TNE student transition theoretical framework, this article discusses the role of students' relationship capital, resilience, and confidence in coping with the transition to university, and proposes transition support across three stages of the student journey: commencement, middle years, and senior years. The paper carries theoretical, policy, and practical implications for enhancing student transition experiences critical to TNE higher education. [ABSTRACT FROM AUTHOR]

Purpose: This research examines the mediating effect of self-efficacy among interrelationships of emotional intelligence, achievement motivation and students' employability in the Chinese higher education institutions. This study was primarily conducted by applying the social cognitive theory to explain the beliefs and abilities of being employed for university students and influenced by their achievement motivation. Design/methodology/approach: A survey approach was employed to collect the samples of 585 final-year college students using the convenience sampling method from 5 different Chinese higher education institutions. The structural equation modeling (SEM) approach was used as the data analysis method. Findings: The result significantly supported the positive effect of emotional intelligence (ß = 0.298, p < 0.001) and achievement motivation (ß = 0.307, p < 0.001) on students' employability. Furthermore, the results also showed that self-efficacy significantly had a mediating effect between achievement motivation and employability (ß = 0.119, CI95%: 0.062, 0.195) among college students. However, the study confirmed that self-efficacy was not associated with the relationship between emotional intelligence and employability (ß = 0.029, CI95%: −0.003, 0.075). Originality/value: This research clarifies and highlights that psychological variables have highly correlated with the employability outcomes of university students. The findings also hold significant value and practical implications for the governments, colleges, and students that enhancing employability should be through targeted interventions. This study sets the stage for future research exploring potential mediators of motivation and other essential factors that may influence among the existing relationship. [ABSTRACT FROM AUTHOR]

Purpose: This study explores the perceptions of Australian employers regarding the benefits and challenges of micro-credentials within higher education and enablers of their effectiveness. Design/methodology/approach: A qualitative approach that included 11 semi-structured interviews with employers affiliated with an Australian university was used. A deductive thematic approach was employed to analyse the data. Findings: Micro-credentials were generally seen to be beneficial for an array of people, including employees, employers, customers and communities – stakeholders in all environmental layers of micro-credentials' ecological system. Findings also indicated that both challenges of micro-credentials and enablers of their effectiveness depended heavily on attributes of learners, employers and higher education providers. The conclusion is that, based on the evidence of this study, micro-credentials within higher education are worth trialling. Originality/value: Although research interest in micro-credentials is growing, few empirical studies have investigated micro-credentials' benefits, challenges and enablers of effectiveness, especially from the perspective of employers. The study carries practical and policy implications for those involved with micro-credential research and development. [ABSTRACT FROM AUTHOR]

Purpose: The article aims to describe the role of training and examines the impact on the wages of university and college graduates. Design/methodology/approach: We use nationwide administrative data on university and college graduates in 2019. The population includes 1.3 million observations, of which 222,000 (∼16%) received training after graduation from an educational institution (from July 2019 to 2022). We used OLS and the "difference-in-differences" methods to estimate the returns to training. Estimates obtained using the DID method turned out to be several times smaller because they consider unobserved characteristics (abilities). Findings: We obtained several key findings. First, the participation of graduates in training is high, despite their recent education. Second, undergoing training is conditional on the existence of wage returns. The results show a wage premium of 17.8% (OLS method) and 2.0% (DID method). Third, graduates from nonselective universities (with low state exam score) try to participate more actively in training to acquire missing knowledge and skills. The wage premium for graduates from nonselective universities is 19.1% (OLS method) and 5.1% (DID method). Fourth, there is a high return to training for graduates from socially relevant fields (education and healthcare), where training is regular and mandatory. Originality/value: This paper is one of the first to estimate the involvement and returns to training for graduates using nationwide administrative data in Russia. [ABSTRACT FROM AUTHOR]

With the continued push by organizations such as the Centers for Disease Control and Prevention and the World Health Organization to build healthy K-12 campuses, it is important to find ways to prepare preservice physical education teachers to successfully contribute to these whole-school models. This article shares the first-hand experience of an undergraduate student who took on the role of physical activity champion at a university campus. The health and physical education program at the university became the first college campus to adopt the Daily Mile as a whole-campus physical activity initiative. The initiative was used to give an undergraduate student first-hand experience as a physical activity leader. This article shares the joys and challenges faced in this role and reflects on the usefulness of the process to prepare for a future role as a physical education teacher. [ABSTRACT FROM AUTHOR]

Institutions of higher education (IHEs) often disseminate risk reduction strategies intended to reduce sexual assault victimization and/or perpetration. This research examined the content and context of publicly available risk reduction strategies offered by a nationally representative sample of 4-year IHEs in the United States (N = 242; public and private not-for-profit institutions, Historically Black Colleges and Universities, and Tribal institutions). We identified strategies for 102 (42%) IHEs. Using a sociocognitive approach to critical discourse analysis, we examined the specific messages conveyed via IHE risk reduction strategies, how larger sociocultural discourses and power structures were reproduced or reinforced, and the potential implications for readers (i.e., university students). Nearly all IHEs directed their strategies toward potential victims. These strategies were broad in scope, imploring behavioral modification and restriction (e.g., never be alone), and requiring specific responses to sexual assault (e.g., physical resistance). Fewer IHEs directed their strategies toward potential perpetrators; these strategies were narrower in scope, focusing on sexual consent. Overall, strategies reproduced rape myths (e.g., stranger-perpetrated assault is common) and positioned potential victims as uniquely responsible for preventing sexual assault—messaging that may be particularly harmful when disseminated by powerful institutions responsible for sexual assault prevention and response. IHEs should assess the utility of risk reduction strategies and, if retained, revise their strategies to counter harmful sexual assault messaging. [ABSTRACT FROM AUTHOR]

This article presents a systematic review of the Service-Learning (in Spanish, Aprendizaje-Servicio or Aps ) methodology and its digitization between 2019 and 2023, concerning its impact on the participating students in European higher education institutions. The objective was to test the competencies achieved by the student body after applying Aps combined with information and communication technologies. We conclude that, despite the students’ preference for face-to-face learning, the impact of digital a p s is beneficial, positively influencing civic, digital, social, motivational, work-related, and didactic competencies, and that digitization in the classroom constitutes an interstitial instrument for innovation in the Aps methodology of the future. [ABSTRACT FROM AUTHOR]

Universities play a crucial role in the creation and promotion of academic spin-offs, which is why public funding programmes are implemented to improve start-up support there. So far, however, there has been little robust evidence as to whether such programmes actually improve start-up support mechanisms at universities. Against this backdrop, the present study makes a contribution by examining the effects of a large German university funding programme entitled 'EXIST—Potentials' on the start-up support of the funded universities. Using an indicator that measures start-up support at universities very broadly and employing a before-and-after comparison group design, reliable results on the effectiveness of the programme are presented. The findings suggest that the programme is effective in improving start-up support mechanisms at universities. [ABSTRACT FROM AUTHOR]

Integrating remote Internet of Things (IoT) laboratories into project-based learning (PBL) in higher education institutions (HEIs) while exploiting the approach of technology-enhanced learning (TEL) is a challenging yet pivotal endeavor. Our proposed approach enables students to interact with an IoT-equipped lab locally and remotely, thereby bridging theoretical knowledge with practical application, creating a more immersive, adaptable, and effective learning experience. This study underscores the significance of combining hardware, software, and coding skills in PBL, emphasizing how IoTRemoteLab (the remote lab we developed) supports a customized educational experience that promotes innovation and safety. Moreover, we explore the potential of IoTRemoteLab as a TEL, facilitating and supporting the understanding and definition of the requirements of remote learning. Furthermore, we demonstrate how we incorporate generative artificial intelligence into IoTRemoteLab's settings, enabling personalized recommendations for students leveraging the lab locally or remotely. Our approach serves as a model for educators and researchers aiming to equip students with essential skills for the digital age while addressing broader issues related to access, engagement, and sustainability in HEIs. The practical findings following an in-class experiment reinforce the value of IoTRemoteLab and its features in preparing students for future technological demands and fostering a more inclusive, safe, and effective educational environment. [ABSTRACT FROM AUTHOR]

The relationship between design education and sustainable development has come a long way since the Stockholm Conference in 1972. Today, universities worldwide acknowledge the critical role of education in progressing the United Nations's (UN) 2030 Agenda for sustainable development launched in 2019. This article argues that art and design educators must refocus on addressing and problematizing the UN's sustainable development goals (SDGs) in post-pandemic curricula. To substantiate this call for action, we provide an overview of key shifts in both Australian design education and design for sustainable development (ESD). We report on the contradictions in our audit of references to SDGs in course descriptions for the University of New South Wales (UNSW) Bachelor of Design (Integrated) and student's project descriptions in the Design Honours programme. Contextualized within the frameworks of social reconstruction and the pluriverse, we outline plans for further initiatives to turn the rhetoric of SDGs into action and develop design education that contributes to just and equitable societies for all people and the planet. [ABSTRACT FROM AUTHOR]

Current approaches to digital technology in higher education teaching and learning often instrumentalise teaching and teachers in paving the way for technology. Reclaiming the teacher perspective, this article explores teachers' agency in relation to technology in higher education. The aim is addressed through examining how teachers address the technological benefits for teaching. Analysing data from Danish university teachers (n = 488), we identify eight benefits of technology use underpinned by five value categories. The results show that teaching is multifaceted and that several factors contribute to the achievement of agency in digital teaching. The study provides a more substantial basis for making choices on digital education that align with teachers' values and practices. [ABSTRACT FROM AUTHOR]

While the uses of generative artificial intelligence (AI) are vast, one capability it lacks is true creativity. This requires originality and surprise, neither of which is possible without the human process. Yet students and others increasingly rely on AI, so it seems likely to shape public discourse as well as everyday life. Social-media groupthink and insular academic communities have already narrowed the range of intellectual discourse. AI stands to exacerbate the trend, filtering out unconventional prose and content in languages and dialects that are not widely spoken. Yet AI companies have limited motivation to enlighten consumers about its shortcomings. As with other sweeping technological innovations, complacency and overreliance on AI appears inevitable absent intervention. Without proper guidelines, AI could distil writing and idea formulation into a few predicted outcomes and extinguish true creative thought. [ABSTRACT FROM AUTHOR]

The field of college mental health is changing dramatically, and we are approaching a necessary paradigm shift in how "mental health" is defined and addressed. This paper will outline two primary forces impacting how we think about mental health and how a systems change perspective might help us understand what comes next. We will conclude with opportunities to integrate ways of thinking about mental health into the broader well-being and systems change work that higher education institutions have embarked on in recent years. The conclusion will include an overview of a project at the authors' home institution that is aligned with this worldview and holds the promise of a healthier, more sustainable path forward in college mental health. [ABSTRACT FROM AUTHOR]

In the last 30 years, universities and colleges have been strongly encouraged to consider the impact these systems have on health promoting behaviors for students, staff, faculty, and surrounding communities. Higher Education Institutions are prime settings to promote prevention and outreach efforts for positive mental health. University and College Counseling Centers have historically been leaders in outreach and prevention delivery thus the need for competencies is evident. Utilizing a trauma-inclusive and social justice lens, this article will focus on outlining six outreach competencies: (1) integrate, (2) scope, (3) collaborate, (4) assess, (5) implement, and (6) evaluate. The authors provide application examples for further illustration. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine and assess how sustainable development goal (SDG) Target 4.7 is incorporated in one leading higher education institution (HEI) in China (with a focus on teacher-education programmes) from students' perspectives. Design/methodology/approach: This study uses document analysis and a semi-structured interview to analyse official and accessible documents of the programmes related to SDG Target 4.7 and recorded interviews with seven students across various Postgraduate Diploma in Education programmes in the field of education at the examined university. Findings: SDG Target 4.7 is absent in the related documents. Challenges and barriers for students include limited opportunity to be informed about SDG Target 4.7, limited topics covered, ineffective pedagogies and students' diverse needs being neglected and teachers not giving immediate feedback. Given the opportunities in teaching and learning SDG Target 4.7, such as students are keen to learn and implement SDG Target 4.7, future directions could be reducing teachers' lecturing and increasing student engagement in multiple ways, providing concrete examples that are relevant to students' lives and giving immediate feedback and designing more related courses to specifically and systematically teach SDG Target 4.7. Originality/value: This study contributes to the field by identifying and deeply analysing an interesting and representative non-western case that remains underexplored in literature. In this sense, it helps international readers to generate a more comprehensive understanding of Chinese approaches to SDGs in its higher education system, develop a more holistic global discourse on incorporating SDGs into HEIs and compare the similarities and differences between different countries' approaches. [ABSTRACT FROM AUTHOR]

Purpose: Considering the critical role of higher education institutions in the advancement of the 2030 Agenda, this paper aims to analyse the incorporation of the gender perspective (Sustainable Development Goal 5) in the University Cooperation for International Development. Design/methodology/approach: Following a qualitative methodological strategy, this paper identifies the potentialities and challenges of this perspective from the point of view of the technical staff of the cooperation units of seven Spanish universities. Findings: Results show a strong intention to incorporate gender principles, in accordance with the SDGs framework. However, the findings also point to certain divergences in the forms of understanding and implementing gender equality in practice. Finally, this paper uncovers a variety of strategies to navigate the resistances, still existing in the university community. Originality/value: Spain is orienting the legal framework of its cooperation and international relations towards the ambitious horizon of a feminist foreign policy. Universities are key actors in international development cooperation and the implementation of the SDGs. This is an issue that has received little research attention, particularly from a gender perspective. [ABSTRACT FROM AUTHOR]