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This article explores how researchers adapt to disruptions that cost them access to their field sites, advancing a uniquely sociological perspective on the dynamics of flexibility and adaptation in qualitative methods. Through interviews with 31 ethnographers whose access was preempted or eliminated, I find that adaptation varied systematically based on when during the fieldwork process researchers' access was disrupted. The timing of the disruption shaped the relevance and implications of common conditions that affect fieldwork, such as funding availability, institutionalized time constraints, and sunk costs. Consequently, despite a lack of common conventions or training in how to adapt to losing access, adaptations took one of three general forms, which I refer to as "turning home, pivoting," and "following." I highlight specific challenges associated with each of these forms and offer insights for navigating them. Building from my findings, I make the case that the logistics of being flexible and adapting are part of a hidden curriculum in qualitative methods, and I discuss how interrogating the conditions that structure these aspects of fieldwork advances research and pedagogy in qualitative methodology.

Purpose: Employee engagement is vital for organizational success, driving productivity, innovation, and commitment. While leadership significantly impacts engagement, the precise mechanisms remain under investigation. This study explores how transformational leadership influences work engagement through the lens of meaningful work perception and employee well-being. Design/methodology/approach: The research employed quantitative methods, surveying 391 Vietnamese faculty members. Data analysis utilized SPSS and structural equation modeling partial least squares (SEM PLS). Findings: Results indicate that transformational leadership positively affects perceived work meaningfulness, employee well-being and work engagement. Notably, meaningful work perception mediates the relationship between transformational leadership and the other two factors. Originality/value: These findings offer practical insights for universities seeking to enhance employee engagement. They highlight the importance of fostering transformational leadership styles and creating an environment where employees perceive their work as meaningful.

Using Multilevel Job Demand-Resources theory, this research explores how crisis influenced perceptions about academic work engagement at individual, team, and organisational levels. The COVID-19 crisis led universities to make significant changes in response to health and fiscal impacts. Changes included restructuring, job shedding, and pivoting to online teaching which affected psychological well-being, and myriad affective outcomes. Thirty-six participants discussed COVID-19, changes in their university, effects on their work, and coping strategies. At the organisational level, participants consider their universities, specifically university leaders and leadership practices, afford limited resources to support responses to crisis and change leading to excessive job demands, negative health outcomes, and low motivation. At the team level, strong team relationships and supportive leaders were identified as important job resources to mitigate against some demands. At the individual level both coping and self-undermining practices were identified to manage demands. The implications on academic work engagement are elaborated.

Purpose: The research paper explores the role of faculties in teaching collaborative online international learning (COIL) courses as a pedagogical tool toward Internationalization at Home. The study examines what motivates faculties to teach COIL courses and what is their experience in designing and delivering a COIL course as a pedagogical tool for Internationalization at Home. Design/methodology/approach: The research paper explores the role of faculties in conducting a COIL course through qualitative research of 16 faculties selected through purposive sampling. The verbatim transcripts of the interviews taken were analyzed through Braun and Clarke thematic analysis. Findings: COIL is an innovative Internationalization at Home initiative built on the internationalization of curriculum. Faculties perceived COIL as an innovative pedagogical tool enhancing their professional advancement and providing equal global learning opportunities to all students at home, thereby ensuring inclusivity. COIL promotes enhanced cross-cultural student engagement and cultural understanding, thereby developing the global competency of students. Research limitations/implications: This research is a qualitative study done with a sample of 16 faculties using the in-depth interview as a tool. The outcome may not be applicable to the population at large. Practical implications: This research would guide higher education institutions (HEIs) to enhance Internationalization at Home and enable inclusivity in providing international exposure to a large number of place-bound students. The findings of the research would encourage HEIs to train faculties to design innovative COIL courses and enhance cross-cultural student engagement. The research would motivate policymakers in the higher education sector to design policies and practices to embed COIL in the curriculum of HEIs. Social implications: COIL ensures quality of education (SDG 4) and reduces inequalities (SDG 10). Therefore, this research would pave a pathway for HEIs to attain sustainable development goals, especially SDG 4 and SDG 10. Originality/value: The study is original in the area of the international virtual education sector.

This article describes the organization of a one-day ChemEd Summit that brought together 73 participants from academic, industrial, government, and nonprofit chemical sciences organizations with the aim to guide future initiatives and collaborative strategies to enhance student readiness for the workforce. Registered participants were asked to complete a survey prior to the summit to serve as a conversation starter, capturing their perspectives on the most important knowledge, skills, and abilities (KSAs) for chemical sciences graduates and the perceived quality of preparation in these areas upon entering the workforce. The summit's program was designed to include a wide range of perspectives and insights, featuring three panel sessions in the morning to gather participant input and viewpoints. Afternoon sessions were aimed to create a shared vision for future initiatives. Following the summit, participants were asked to complete a post-survey designed to build on the ideas generated during the summit and to identify potential collaborative activities and contact points. The format of the ChemEd Summit can serve as a model for other academic institutions to engage recent graduates and nonacademic partners in conversations aimed at enhancing student learning and workforce preparedness, as well as build relationships to facilitate the implementation of identified enrichment activities. The ChemEd Summit proved to be effective in identifying KSAs necessary for student success in the workforce and creating opportunities for professional partners to collaborate on the development of the undergraduate curriculum in chemical sciences.

What work strategies must university professors adopt to guarantee the service of higher education and even go beyond the role universities have formally established for them? This article aims to analyze the strategy of job crafting -- specifically, how it influences the job crafting strategies of approach vs. avoidance in prosocial service behavior, with engagement as a mediating variable. To achieve this goal, we analyze the behavior of 1068 university professors in Faculties of Economics and Business at Spanish public universities. The results suggest that university professors who expand their work role and who expand socially develop more prosocial behavior in the service they deliver. The job crafting strategy of avoidance, in contrast, influences prosocial behavior negatively. Further, engagement acts as a mediating variable in the relationship between professors' job crafting and their prosocial service behavior. These results are relevant to higher education institutions, which must work constantly to adopt workplace strategies and programs to improve service performance. The study results may help universities to achieve professors who are more committed to their job functions and responsibilities.

This paper looks at the phenomenon of upward mobility through education from a comparative and historical perspective. Pierre Bourdieu referred to upwardly mobile individuals in France as the miraculous ("les miraculés"), oblates ("oblats"), or, less often, defectors ("transfuges"). A difficulty with applying a theory created in one specific cultural context to other settings is the recognition of unique structural conditions characteristic of the particular academic field, especially when systematic analyses of academic careers in post-communist and semi-peripheral countries are rare. In this study, based on autobiographical narrative interviews, 24 upwardly mobile Polish professors were asked to tell their life stories and how these led them to an academic career. The findings suggest that the category of "les miraculés" should not be treated as a universal, one-size-fits-all concept but rather as a general name for many forms of mobility taking place in various higher education systems. Building on the Polish, semi-peripheral, example, I introduce two new concepts ('Normal Miraculous' and 'Non-Miraculous'), which allow us to adequately capture the experience of mobility in a post-communist society. These findings reveal more general mechanisms of non-reproduction within academia.

The escalation in online learning post-COVID has created a pressing need to consider faculty-student interactions in a virtual environment. A sequential explanatory, mixed-method design was used to investigate university students' perceptions of faculty caring online following the COVID-19 pandemic. Participants were 46 undergraduate and graduate students enrolled in one of four programs offered either fully online or with a significant number of required courses offered in an asynchronous online format at the same university in a single semester. Results from the Student Perspectives of Caring Online Survey indicated participants' feeling strongly about effective communication, specifically a detailed class calendar with a schedule and due dates as well as clear instructions regarding expectations for online communications, as a faculty behavior that conveyed caring. Qualitative data supported this finding and indicated that empathy and support from faculty were also highly valued. Implications of findings for online teaching practices are presented.

In the 21st century, knowledge has become the driving force behind societal progress, emphasising the need for higher education to produce contextually relevant knowledge that addresses the multifaceted challenges faced by local communities. It is in this respect that knowledge needs to be generated through one's position of epistemic location in higher education. However, academics positioned at the pinnacle of knowledge production in higher education find themselves entangled in a global crossroads. On the one hand, they are expected to exercise epistemic freedom by producing knowledge from their centralities and unique positionalities. On the other hand, they are constrained by the pervasive influence of neoliberalism, a paradigm that dictates that knowledge production should be subservient to market dynamics. To interrogate the intricacies of the impediments placed on academics seeking to exercise their epistemic freedom, this article utilises a desktop literature review, underscored by the theoretical framework of Decolonial Theory. The examination elucidates how these constraints hinder the production of knowledge from the centrality of the Global South. The article draws examples from South African higher education as a point of reference, providing examples that underscore the global challenges of neoliberal policies in higher education. Central to the thesis advanced in this article is the contention that, within the existing neoliberal framework of higher education driven by market forces and productivity imperatives, the production of knowledge from the position of one's centrality is limited and the ability to produce locally relevant knowledge is fundamentally restricted. Consequently, the epistemic freedom of academics within higher education across the Global South is imperilled. Contribution: In response to these challenges, this article engages in an academic discourse on potential strategies for reclaiming epistemic freedom within the prevailing neoliberal milieu of higher education.

Culturally and historically sensitive material and highly diverse student bodies challenge educators in the higher education classroom. Transformative and empowering pedagogies address how different types of learners may experience sensitive material. Critical pedagogies of care create supportive educational environments, compassionate teaching practices, and empower students through diversified content. Pedagogies of discomfort, a subset of pedagogies of care, push educators and students to leave their comfort zones, recognize the non-neutrality of educational processes, and confront the discomfort of challenging knowledge. When applied correctly, these pedagogies promote critical thinking and transformative action, and counter the neoliberal and white supremacist values that often exist within the classroom. Using around 1900 survey responses and 40 in-depth interviews with students and faculty, this research studies the question: to what extent are critical pedagogies of care enacted and experienced at a global liberal arts college in the Arabian Gulf?

This study aims to perform a descriptive analysis of the websites of public and foundation universities in Türkiye to reveal the current positioning context of their units in relation to artificial intelligence (AI) ecosystems. The study was designed using a holistic multiple case study method, in which the dimensions specified in the subobjectives (types of units, geographical regions where the units are located, location preferences of universities, status of universities as public or foundation universities, vision definitions of the units, gender and titles of academics working in the units, research areas of the units, industrial collaborations) were handled independently and holistically. The researchers examined the websites of 41 units operating within the artificial intelligence ecosystem in universities. They then transferred the data they collected to a document review form for analysis. After employing a descriptive analysis method to examine the data, the researchers interpreted their findings with percentages and frequencies. The results show that the most common unit providing services in the AI ecosystem is research centers. The units providing services in the AI ecosystem are mostly located in public universities, and the universities where the units are located position themselves as research-oriented, education-oriented, both education and research-oriented, and entrepreneurship-oriented, respectively. The vision statements of the units operating in the AI ecosystem are observed to be mostly used to train highly-qualified human resources. It was also noted that the academic staff assigned to the units serving in the AI Ecosystem are mostly male, holding the title of Professor. The units operating in the AI Ecosystem have collaborations and protocols with universities, as well as with industrial and public institutions working in the field of AI.

Work-integrated learning (WIL) has become an increasingly common feature of higher education curricula. Two aspects of WIL, authenticity and consistency, are valued in different ways by the stakeholders involved. Authenticity, by its very nature, supports the idea of learning being personalized and unique. Consistency, on the other hand, is focused on 'sameness'. This paper, set in the Irish context, considers the balance to be struck in attempting to optimize the authenticity of learning while simultaneously attempting to ensure consistency in its assessment. Following a participatory research and action approach, the study involved semi-structured interviews with key scholars in the field (n=7) and nine participatory workshops with groups of students, educators and practitioners across a range of disciplines and contexts (n=120). The findings touched on definitions, understandings, expectations, roles, contexts and priorities. Solutions are suggested and implications for practice and policy highlighted.

This article is a creative collaboration, a dialogue between a professor and a doctoral student who dismantle power dynamics in the academy, demonstrating the "liberatory voice" (hooks, 1989, p. 29) through (a collective chorus of Black Womens' contemplative criticality (Canon, 2021; Holmes, 2017; Williams, 2022) and ART, or activism, research, and teaching (Tyson, 2001). Our work, rooted in the SOUL (soulfulness-oriented, unitive, and liberatory) framework (Harrell, 2018), makes a case for re-imaging the intersection of criticality and contemplative pedagogy by centering the historical multi-modality approach to contemplative practices evident in Black Women's cultural heritage tradition and pedagogy. In our creative collaboration, we use letter writing to express our journey within Black Women's onto-epistemology that results in memoirs, life writings (Evans, 2022). Traditional boundaries in the academy are disrupted by exploring our roots, soulful practices, intersectionality (Crenshaw, 1991), and culturally relevant and sustaining mentorship in teacher education. The creative collaboration results in a counter-narrative as a method (Milner & Howard, 2013) to develop an integrative, and culturally sustaining (Paris & Aims, 2017) approach to critical contemplative pedagogy (Kaufman, 2017) in teacher education, based on Black Women Educators (BWEs) pedagogy of liberation (spirituality and social justice) in higher education.

Purpose: This study examines the impact of international academic mobility on knowledge exchange between China and the West, including its potential benefits and risks, specifically in the humanities and social sciences (HSS) fields. Design/Approach/Methods: This study employed qualitative research methods; specifically, data were collected through interviews and analyzed using thematic analysis. Findings: With increasing knowledge flows in global academia, Chinese HSS scholars are benefiting from international academic mobility. They engage in various activities, such as international visits, conferences, and research collaborations, and praise the role of mobility in building an understanding of Western culture and knowledge, including research dynamics, embodied and encultured knowledge, and location-specific textual materials. However, international mobility has inadvertently exacerbated global knowledge asymmetries, with some Chinese scholars uncritically adopting Western paradigms. Nonetheless, pioneering Chinese HSS scholars aim to promote a two-way knowledge exchange between China and the West by fostering cultural reflexivity and enhancing their global visibility. Originality/Value: Chinese HSS scholars serve as an illuminating example in the context of global knowledge asymmetries dominated by the Anglo-American West. These findings have theoretical and practical implications for fostering equitable and inclusive knowledge exchange between Western and non-Western societies through international academic mobility.

Vygotsky's (1934; 1980) sociocultural theories of learning posit that learning is a socially negotiated activity. Learners can sustain this activity, and specifically how they engage in literacy practices, through participatory experiences with experts, known in sociocultural theory as a more knowledgeable other (MKO). However, hierarchies in academia can make these possibilities for collaboration scarce or difficult to break through for doctoral students, sustaining traditional hierarchies and bureaucracies of education. Digital platforms, though, can afford the possibility of subverting these divisions of social order in the academy and make room for different interlocutors to not only better access these MKOs but to also become an analogous MKO. In socially-mediated spaces such as Twitter, otherwise known as X, an acceptance of ontological and epistemological plurality can occur in virtual communities of practice. Through three examples with the American Educational Research Association's (AERA) Writing and Literacies monthly Twitter chats, the authors showcase how Vygotsky's concept of the MKO can appear in digital spaces, demonstrate the participatory nature of online writing communities, present the possibilities in providing opportunities for online collaborative experiences, and highlight the importance of a plurality of knowledge in public scholarship.

Scholars' engagement with digital social networks is complex, warranting a comprehensive understanding of their use and participation. Current research has not yet grasped the motivators, gratification, and challenges that academics encounter across multiple digital social networks. With this in mind, this study surveyed scholars who purposely participate in digital social networks for professional endeavors. The theoretical frameworks guiding this research are the Uses and Gratification framework and the networked participatory scholarship conceptualization. A total of 307 higher education scholars completed an electronic survey with closed and open-ended questions. Data analysis included descriptive statistics and a team-coding approach for qualitative data. The results of this investigation highlight specific motivators for using digital social networks to support the scholar's teaching, research, and professional development. The results of this investigation suggest that scholars are constantly navigating challenges and trading them off against the benefits. The results of this investigation also helped determine the imagined audiences that scholars perceive as potential spectators when using digital social networks for their scholarly efforts. The results illustrate the many reasons provided by scholars, which aligned with the self-presentation and impression management theory.

Although many Nigerian universities are making efforts to provide access to digital library resources, the level of utilization of these resources have not been encouraging due to several factors. Information literacy has been identified as a major factor when considering the factors that enhance use of digital resources. In view of this, this study was designed to investigate how "information literacy skills" predict the utilization of digital library resource by university teaching staff. The study was built around two theoretical models, that is, SCONUL's information literacy model, and the Technology Acceptance Model. A correlational research design guided the study. The population consisted of 6,653 teaching staff from six federal universities in Southern, Nigeria, and six hundred and sixty-five (665) persons comprised the sample, proportionately chosen via stratified random sampling. The test instruments designed for this study were: Test tool titled "Skill Test on Information Literacy" (STIL), and a questionnaire titled "Usage of Digital Library Resources" (UDLR). The study used the Kuder-Richardson technique to determine the items' reliability yielding results of 0.77, 0.78, 0.75, 0.64, 0.81, and 0.81 for digital library resources usage. The study used multiple regression analysis for the research question. The findings revealed that in terms of extent, a weak positive relationship exists between the skills of university teaching staff in information literacy and utilization of digital library resources. On the whole, the findings showed a significant correlation between university teaching staff skills in information literacy and utilization of digital resources. It implies that in improving the usage of digital resources by university teaching staff, attention must be focused on their abilities to utilize these resources. It was recommended that librarians should have a strategy for training lecturers on digital skills as part of the overall plan for promoting the usage of digital resources by lecturers.

Netnography, a qualitative research approach, entails observing, analysing, and interpreting online data. This netnography explores how teacher agency, emotion regulation, and professional identity were enacted by a novice Chinese language teacher in response to emergency remote teaching (ERT) in Australia amid the global pandemic. Ecologically sound, netnography creates uncoerced spaces to allow participants to have their voices heard, thus enabling researchers to discover nuanced patterns linked to the social-emotional state and wellbeing of the community members, regarding fears, tensions, and resilience triggered by ERT. Multiple data sources were triangulated from the teacher's reflective journal, digital teaching artifacts, debriefing sessions, interviews, and online questionnaire responses. Thematic analysis reveals teacher identity was re-envisioned through crisis teaching pedagogy and the regulation of negative emotions to facilitate agency, which reciprocally bolstered teacher identity. The findings also indicate teacher identity development is challenged and shaped by negotiating a new role in remote teaching, thus impacting pre-ERT identity. Hence, the emotion regulation trajectory of ERT can stimulate and encourage technology enhanced professional learning as teacher agency and resilience reinforce a new identity reimagined as a capable online teacher. By situating novice teacher agency, emotion regulation, and emerging identity in crisis teaching, this netnographic research conceptualises how ERT presents not only challenges for novice teachers' identity development and emotion but also the sustainability and empowerment of online teaching and professional growth of impacted teachers of Asian languages.

Educational trends have influenced occupational therapy education as evidenced by the adoption of new teaching methods such as blended learning. Blended learning is a combination of both synchronous and asynchronous learning that occurs online as well as portions of the learning occurring in a brick-and-mortar. As more occupational therapy programs design their curriculum to include blended learning, it is essential to understand occupational therapy educators' self-efficacy related to their skills and capabilities to teach in such an innovative format. Little is known regarding occupational therapy educators' selfefficacy to teach in a blended curriculum. This qualitative study aimed to examine the perceptions of occupational therapy educators' self-efficacy when teaching in a blended curriculum. The theoretical framework for this study was Bandura's self-efficacy theory. Ten occupational therapy educators teaching in a blended curriculum were interviewed for this study. Content analysis, descriptive, in vivo, and pattern coding were used to code and analyze the data. Four themes emerged that may contribute to an enhanced self-efficacy when teaching in a blended curriculum: (a) Personal agency enhances performance in teaching, (b) university resources support growth as an educator, (c) feedback as an opportunity for reflection and growth, and (d) coping to overcome frustration teaching in a blended curriculum. Results of the study may provide university leaders insight on creating structured professional and mentoring programs that focus on educational learning theories and instructional design, training on educational technology, and providing feedback from peers and supervisors to promote reflection and behavior change which may lead to enhanced self-efficacy as a blended learning educator.

This article explores the potential for students-as-partners models developed in the scholarship of teaching and learning and educational development fields to be expanded to new agendas such as humanitarian developments and other agendas related to the so-called civic university. There is a growing appetite for students and staff to work in partnership due to the mutual benefits for both parties (Mapstone et al., 2017), yet the majority of the published works on students as partners is almost exclusively reporting upon partnership activities relating to curriculum and wider student experience developments in higher education. This paper explores the literature on best practice for working with students as partners in order to create new recommendations for how the students-as-partners model can be applied successfully for community and humanitarian development projects, rather than curricular, teaching, or research projects By drawing on literature from student voice, student engagement in quality assurance, and co-design, this paper will highlight the great potential of student-staff partnerships for addressing other development agendas globally.

This study examines the role of secondary teacher candidates as student partners in research into undergraduate students' historical cognition while contextualizing documents. It highlights the unique role of teacher candidates as near-peer interviewers and change agents within higher education and secondary curricula. Through using decoding the disciplines methodology to solicit student voice in near-peer interviews, teacher candidates identified areas for curricular change in teaching contextualization in university history courses. The involvement of teacher candidates extended beyond the university classroom and informed their future work in secondary education. Decoding experiences in university courses provided teacher candidates with insights into supporting secondary pupils' abilities to contextualize historical sources. This research demonstrates the potential of teacher candidates as near-peer interviewers and curricular change agents in secondary and higher education. Collaborative partnerships between teacher candidates and faculty can lead to meaningful curricular changes and effective teaching practices in higher education and secondary education contexts.

Teaching and learning online is an increasingly important aspect of higher education, especially post-COVID-19. Previous studies have demonstrated the importance of Technological Pedagogical Content Knowledge (TPACK) for effective online teaching. However, the contextual factors impacting TPACK have not been adequately explored. The purpose of this quantitative study was to determine if the contextual factor of institutional culture impacts TPACK among online higher education faculty at institutions in the southeastern United States as well as to what extent specific dimensions of institutional culture affect TPACK levels. Data were collected using an anonymous online survey that was shared with potential participants through email and social media. Data were analyzed using a multiple linear regression model to determine significance between the independent variables, the seven dimensions of institutional culture, and the dependent variable, TPACK. Results indicated that significance was found between two individual elements of institutional culture and TPACK: (1) collaboration and team learning and (2) connection between the organization and its environment. These findings indicate that higher education administrators should focus efforts on creating opportunities for faculty to engage in professional development and move beyond siloed work to collaborative projects. Administrators should also ensure that the institution is connected to the local, regional, and global community through aligned institutional goals with the needs of the community and establishing opportunities for faculty to connect globally. Future research should focus on exploring the relationship between specific aspects of institutional culture that may impact quality online teaching.

The COVID-19 pandemic necessitated a significant diversification of learning resources and teaching methods and in its aftermath different approaches have been taken across science education in HE. Within this work we explored staff and student preference for learning resources, using anonymous online questionnaires. It was found that a hybrid approach to resources was preferred, with in-person lectures rating higher than their online counterparts. Engagement emerged as the overarching theme, with differences between staff and student perceptions of student engagement identified; in particular, students consistently rated their own engagement with resources higher than what staff perceived.

The objective of this research is twofold: firstly, to examine the level of local food security and the community members' understanding of environmental education; and secondly, to develop a model that enhances local food security by implementing the environmental education practices of the community residents. Utilized mixed-methods research. Data were gathered via a questionnaire, a group discussion, and a workshop. A total of 378 respondents were chosen for the questionnaire using multi-stage selection, while 45 respondents were chosen using purposive sampling. Furthermore, a total of 32 community volunteers were extended an invitation to participate in the workshop. This study included descriptive statistics and content analysis. The findings indicate that the target communities have an average perception level of 3.19 regarding local food security, while their knowledge about the environment is at a high level of 4.01. The study identifies five key components for establishing local food security, namely: (1) learning local food identity; (2) inheriting local wisdom; (3) transmitting local food knowledge; (4) managing sources of local food; and (5) building local networks.

Open universities have provided quality higher education through open and distance education to serve learners who could not attend traditional in-person universities. While open universities vary in terms of providing their services to learners at a distance, many have shifted to e-learning using cost-effective platforms. A common platform that is essential for online teaching and learning is the learning management system (LMS). While there are common processes observed among open universities in the way they use their LMS, there are also subtle differences caused by each institution's unique and special context. Their contextual challenges often drive them to develop technologies or techniques that may easily be adopted by others. Thus, benchmarking activities are often recommended for mutual improvement. In this regard, a comparative study of open universities in Indonesia, the Philippines, and Pakistan was conducted for decision-makers to understand how they could improve in providing quality education to their learners through Moodle, which is their primary LMS. The Delone and Mclean Model was used to systematically compare system, information, and service quality in e-learning delivered through their LMS. The authors hope that the results and recommendations from this study may help other educational institutions overcome similar challenges in their learning platforms.

Social work education prioritizes the use of research to inform practice. As university students, prospective social workers have a wealth of research available to them as well as librarians to help them find, evaluate, and use that information. However, access to much of this research ends once the student graduates - at a time when it is most needed to inform their professional practice. To address this challenge, a librarian and a social work faculty member worked with one class of students in their final semester of a bachelor's degree in social work program to promote awareness of information privilege and barriers to access, to expand their understanding of authority to include marginalized voices, and to utilize an open pedagogy assignment as a means of proactively addressing these challenges. This article describes what was learned from this effort, including the results of surveys conducted with students before and after instruction.

Transformational leadership (TL) is a leadership approach that inspires followers and encourages their effective engagement to contribute adequately to organizational goal achievement. By inspiring followers to pursue and attain exceptional performance levels, TL accrues high follower satisfaction in their jobs and with their organizations (Asencio, 2016; Banks et al., 2016; Barnett, 2017; Bass & Riggio, 2006). This study examined faculty perceptions/ratings of transformational leadership behaviors of their department chairs at two Historically Black Colleges and Universities (HBCUs) in the southeastern United States. A thorough examination of the data collected revealed that the faculty rated idealized attributes (IA) the highest ([x-bar]=2.80, SD=0.13), followed by individualized consideration ([x-bar]=2.58, SD=0.35), idealized behavior ([x-bar]=2.51, SD=0.35), inspirational motivation ([x-bar]=2.50, SD=0.29), and intellectual stimulation ([x-bar] =2.43, SD=0.35). Overall, the faculty ratings of their department chairs' transformational leadership behaviors appear low compared to other established transformational leadership norms (Avolio & Bass, 2004; Bass & Bass, 2008).

Background/Purpose: This study investigates the integration of neuropedagogy, neuroimaging, artificial intelligence (AI), and deep learning in educational systems. The research aims to elucidate how these technologies can be synergistically applied to optimize learning processes based on individual neurocognitive profiles, thereby enhancing educational effectiveness. Materials/Methods: A mixed-methods approach was employed, incorporating both quantitative and qualitative analyses. The study involved 297 students and 59 teachers. Quantitative methods included exploratory factor analysis (EFA) to validate the Neuropedagogy, Neuroimaging, Artificial Intelligence, and Deep Learning Scale, and Spearman correlations to examine inter-variable relationships. Qualitative data were collected through focus groups and analyzed using selective coding. Additionally, a comparative case study using portable electroencephalography (EEG) was conducted to observe direct neurological effects of different learning approaches. Results: EFA confirmed the construct validity of the scale (KMO = 0.89, p < 0.001). Spearman correlations revealed significant positive relationships between all dimensions (0.65-0.72, p < 0.01). Multiple regression analysis indicated that AI was the strongest predictor of deep learning ([beta] = 0.39, p < 0.001). The neuroimaging case study demonstrated increased frontal and prefrontal lobe activation and enhanced theta-gamma wave synchronization in AI-supported learning tasks, suggesting more integrated information processing. Conclusion: The findings provide empirical evidence for the transformative potential of integrating neuropedagogy, neuroimaging, AI, and deep learning in education. The strong predictive relationship between AI and deep learning, coupled with the neuroimaging results, suggests that this technological convergence can significantly enhance learning processes. However, the study also highlighted the need for careful ethical considerations in its implementation. These results contribute to the growing body of knowledge on technology-enhanced learning and offer a foundation for developing more personalized and effective educational strategies.

Background/Purpose: The study aimed to develop a rubric to measure students' critical-thinking skills within a multicultural education scope. Materials/Methods: The study's participants were faculty members, teachers, and students, determined according to convenience sampling based on predetermined criterion. Initially, a story-based test and critical-thinking rubric were prepared and then validity studies conducted on these products. Subsequently, the prepared test and rubric were applied to fourth-grade elementary school students, with the data scored by their teachers, and reliability studies were then conducted. During the study's analysis, scope, validity index and ratio, agreement percentage, correlation coefficient, Kendall's concordance coefficient, and Cronbach's alpha coefficient were all examined. Results: The collected data were evaluated according to statistical analysis and the obtained findings showed the developed rubric to be both valid and reliable. The results revealed that the rubric developed to evaluate critical-thinking skills in a multicultural education scope was deemed to be an effective tool to assist teachers in measuring and evaluating students' critical-thinking skills. In addition, use of the rubric can contribute to identifying and implementing strategies to improve students' critical-thinking skills. Conclusion: The study developed effective tools for practitioners and decision-makers in the field of education to measure and develop students' critical-thinking skills. In particular, use of the developed rubric in the evaluation of students' critical-thinking skills presents a significant step in increasing success in education and supporting students' future academic and professional achievements. In conclusion, this research demonstrated the validity and reliability of a rubric that may be used as an effective tool for the evaluation and development of critical-thinking skills in education.

Empirically grounded, this article presents practical insights from a faculty-led cross-institutional transfer partnership involving three community colleges and a university in the Midwest. Drawing upon focus group interviews with over 60 members involved in the partnership, we delve into how faculty participants traverse domains of teaching, mentoring, and collaboration in their quest for developing equitable transfer opportunities and pathways. The article offers implications and recommendations that inform several vital areas of community college research and practice, such as transfer partnerships and equity initiatives, especially those led by faculty. Further, by illuminating how faculty negotiate priorities, tensions, strategies, and opportunities across their multiple roles in the transfer partnership, this article offers approaches for supporting community college faculty in reconciling their multiple professional roles toward complementarity, synergy, and sustainability.

A growing diversity of classroom designs, broadly labeled as active learning classrooms, is a rising development across higher education institutions. Along with the construction of these new spaces, stakeholders have developed new vocabularies and concepts for articulating and identifying the impact of new classroom designs for teaching and learning. As new language evolves and ways of thinking about classroom space evolve along with new designs, there has yet to emerge an explicit conceptual framework of the nature of the learning spaces that holistically addresses the cultural, contextual, communicative, and interactional experiences of the faculty. The aim of the present study was to investigate spatial understandings of faculty members in the context of a professional development program in an attempt to identify the social construction of space in active learning classrooms. We conducted a content analysis of 25 reflective portfolios written between 2018 and 2020. Grounding on the Henri Lefebvre's Spatial Triad (1991), we found that faculty members used three types of space as describing their spatial experiences in classrooms: (1) perceived space, (2) conceived space, and (3) experienced space. The results were discussed in terms of a cultivated space approach to support faculty in developing pedagogical agility across various learning environments.

The study aims to investigate the efficiency of the RAFT framework--Resilience, Appreciation of Diversity, Facilitation, and Trauma-Informed pedagogy--in enhancing educators' skills in managing virtual exchange (VE) projects in crisis times. VE has become an important instrument for maintaining education across physical and geopolitical barriers; hence it is necessary to assess and improve teachers' ability to manage such projects effectively. This study involved 52 educators in a comprehensive assessment process including initial self-assessments on their competencies, specialized professional training guided by the RAFT framework, and conducting VE projects. Surveys, focus group discussions, and content analysis of reflective portfolios were used by the study to establish their practicality and effectiveness. Results indicated the RAFT framework increased educators' resilience, diversity awareness, facilitation, and trauma-informed teaching skills. The study concludes RAFT framework is a useful tool for educators to efficiently manage VE programs in crisis.

Considering the essential role of language teacher educators in shaping the views and practices of future generations of language teachers, the limited attention that has been given to how these educators construct their professional identities is surprising. This article reports the results of a qualitative study that contributes to addressing this gap in knowledge by exploring how three experienced language teacher educators construct their professional identities in Hong Kong. Drawing upon elements of career construction theory, the study used in-depth interviews to investigate the responses of these educators to the complex and challenging demands they encounter in research, teaching, and institutional service throughout the pursuit of their professional identities construction goals. Results suggest that the three educators value career adaption and operationalize adaptability as the willingness to both constrain their concerns and accept the necessity for compromises and trade-offs. Implications for leaders of higher education institutions concerned with supporting language teacher educators' identities construction are discussed. Suggestions for future research are also considered.

This article analyses academics' perceptions of work management and their job satisfaction in Chilean universities, using a multi-level approach (macro, meso and micro) to study changes in the academic environment. It is based on the survey 'The Academic Profession in the Knowledge-Based Society' (APIKS) with data from 11 universities and 1258 valid responses. Three groups of academics are identified according to whether they are engaged in research, teaching or a balance of both. The results of the study show that, at the university level, resource allocation favours teaching, while individual recognition tends to favour research. Institutionally, teaching is prioritised because of its economic impact, but individually, research is more highly valued. This picture reflects a hybrid management model, with tendencies towards de-professionalisation in teaching and entrepreneurialisation in research. Despite these pressures, academics report high levels of job satisfaction, an aspect that requires further research.

The Irish higher education sector is undergoing transformation as many Institutes of Technology (IoTs) become Technology Universities (TUs). This paper aims to explore lecturer identity in higher education in the context of recent contract structure recommendations by the Organisation for Economic Co-operation and Development (OECD) for lecturers in the emerging TU sector. This study is of significant relevance as the OECD recommendations are being used to inform future lecturer contracts. First, theoretical perspectives on identity development are explored, focussing on teacher identity, professionality, professionalism and ideal online teacher identity. Using this theoretical framework, lecturer identity as presented by TU lecturers of education in their public, online biographies is deconstructed. Qualitative, desk-based analysis of these biographies explores (i) lecturers' imagined audience for their online identity; (ii) projected, ideal lecturer identity, including representations of professionality; and (iii) teaching and research values. By aligning lecturer identity portraits to proposed OECD contract structures, the discussion considers how well-positioned TU lecturers are to changes across the IoT/TU sector nationally and implications for the sector.

Background: Leadership development is commonly named as an outcome for experiential learning (EL) programs. Some programs have shown success at inculcating individual leadership traits. However, it is not clear whether there is a relationship between certain kinds of experiential pedagogy and specific leadership concepts or styles, such as industrial and postindustrial leadership and other concepts. Purpose: The researchers identify course-design factors associated with leadership-learning outcomes in an interdisciplinary EL program called Vertically Integrated Projects. Method: From five courses across disciplines, faculty were interviewed and syllabi and student reflections were analyzed for concepts of leadership and course designs. Findings: Students showed the most evidence of leadership learning when at least two of the three factors were present: (i) flexible and cooperative course structures; (ii) conceptual instruction; and (iii) faculty coaching. Leadership practice is distinguished from leadership learning. Implications: Leadership educators recommend conceptual instruction prior to experiential learning; the findings support supplementing that instruction with a flexible, cooperative course design to encourage leadership learning. More research is needed on the relationship between "vertical" experiences, in which advanced students mentor junior students in courses of any size, and leadership development.

Teachers are the most important resource in any school system. However, operating at the intersection of knowledge, skills, and the transmission capacity of values through reflective practice can be challenging. This study focuses on the experience and challenges of teachers in higher education institutions (HEIs) in Ethiopian public universities when it comes to reflective practice. To achieve our objective, we used a descriptive survey research design with a mixed research approach to collect primary data from 140 HEIs teachers (127 male and 13 female) at four public universities in Ethiopia. We employed a random sampling technique and utilized questionnaires, and interviews. We used two types of questions to gather data: one to assess the teachers' experience with reflective practice and levels of instruction, and the other to identify problems and instruction levels. Qualitative data were analyzed through subject description, while quantitative data were tested using descriptive, Pearson correlation, and univariate analysis of ANOVA statistics. The results indicate that the experience of HEIs teachers reveals significant associations in all favorable aspects of reflective practice components (i.e., reflection-in-action, reflection-on-action, reflection-with-action, and self-appraisal). However, some teachers agreed or disagreed that they faced challenges in their teaching experience. Some problems encountered were agreed upon, while others were not. Based on these findings, we provide recommendations for improvement.

Background: Data-driven educational technology solutions have the potential to support teachers in different tasks, such as the designing and orchestration of collaborative learning activities. When designing, such solutions can improve teacher understanding of how learning designs impact student learning and behaviour; and guide them to refine and redesign future learning designs. When orchestrating educational scenarios, data-driven solutions can support teacher awareness of learner participation and progress and enhance real time classroom management. Objectives: The use of learning analytics (LA) can be considered a suitable approach to tackle both problems. However, it is unclear if the same LA indicators are able to satisfactorily support both the designing and orchestration of activities. This study aims to investigate the use of the same LA indicators for supporting multiple teacher tasks, that is, design, redesign and orchestration, as a gap in the existing literature that requires further exploration. Methods: In this study, first we refer to the previous work to study the use of different LA to support both tasks. Then we analyse the nature of the two tasks focusing on a case study that uses the same collaborative learning tool with LA to support both tasks. Implications: The study findings led to derive design considerations on LA support for teachers' design and orchestrating tasks.

This study explores a Capstone course's pedagogical process and considers both the challenges and triumphs that emerge from experiential learning within a news desert region. The research employs micro-ethnographic methods to analyze the learning outcomes gleaned by both students and instructors of one magazine publishing Capstone course over the timespan of 9 years, 2014 to 2023. The research acknowledges the pedagogical evolution of the Capstone course as both a means of assessment and workforce preparation and seeks to add the concept of the Capstone as a venue for service and community journalism.

This article argues that ethical authorship is essential for the ethical use of artificial intelligence (AI). It examines tensions that historical understandings of authorship have created as instructors and students alike navigate AI technologies. Given these tensions, this article proposes a definition of "ethical authorship" and uses de Colle and Werhane's moral motivation framework to outline how instructors can use ethical authorship and moral motivation to encourage students' ethical AI use.

Purpose: Recently, a confluence of factors has focused elementary school leaders on early education. One factor is that nearly 60 percent of all public elementary schools in the U.S. today have a Pre-K program in the building. Yet, prior research reveals that leaders are often not prepared to effectively lead early education programs. This study assesses the current state of early education leadership preparation among UCEA-affiliated programs. Method: Using a sequential explanatory mixed-methods approach, our study draws on survey data from 232 principal preparation faculty members at UCEA-affiliated programs, follow-up interviews with 20 purposively sampled survey respondents, and content analysis of 113 program web pages. Findings: We found that preparation programs currently afford little attention to early education leadership coursework and content, despite faculty expressing it as an important goal. Only four percent of faculty from the survey reported that their program required a course focused on child development and/or early education--a finding corroborated by the website analysis. Last, our interviews reveal reasons for the limited engagement with early education leadership, including time constraints, limited faculty experience, and licensure and accreditation requirements. Implications: Policymakers aiming to improve early education leadership may revise principal certification requirements that could prompt revisions in principal preparation programs. Principal preparation programs, similarly, could revise their programming to intentionally expose principal candidates to key topics in early education leadership. A bi-directional and concerted reform effort is likely needed to meaningfully advance change in this area.

The productivity of a specific research field hinges on the periodic examination of both the knowledge produced and the knowledge production activities. By harnessing the strength of traditional bibliometric analyses and a variety of Natural language processing (NLP) techniques, this study portrayed a holistic landscape of higher education internationalisation (HEI) research that incorporated time and region through a spatial lens. The findings reveal the field's evolution into establishment, significant regional variations in research focus, and the expansion of networks for disseminating knowledge. These factors collectively contribute to a diverse 'lived' space of HEI research. However, the dominance of Western-centric key concepts, theories, and discourses highlights a homogenous 'conceived' space, pointing to an underlying tension between these spaces. Despite these challenges, opportunities for breakthroughs exist. Additionally, the study underscores the immense potential of NLP techniques in facilitating the exploration of how research fields evolve, further enriching our understanding of HEI.

The effectiveness of incorporating an audience response system (ARS) in improving the learning environment and student performance was assessed in a didactic biomedical science course at a large US dental school. Instructors and students were surveyed for their experiences of using Top Hat-based ARS in a multi-disciplinary biomedical science course. Average exam scores and grade distribution for challenging sections on immunology and developmental biology were compared before and after incorporating ARS. Pearson's chi-squared test, likelihood ratio test, Student's t-test and Fisher's exact test using beta regression model were used to assess statistical significance (p < 0.05). Student survey results with 78% (82/105) response rate, indicated that incorporating ARS improved student engagement, reinforced lecture material, and prepared them better for exams (p < 0.0001). Sixty seven percent of student respondents recommended continued integration of ARS questions in lectures (p < 0.0001). Although faculty survey data (n = 5, 100% response rate) were not statistically significant, the majority of faculty agreed that real-time feedback through ARS allowed them to appropriately pace lecture delivery and restructure forthcoming material. The average exam scores and grade distribution for challenging sections showed modest improvement after incorporation of ARS (p < 0.05). There was no significant correlation between final course grades and ARS grades for participation or correctness. Incorporating the ARS in a multi-disciplinary biomedical science course is perceived by faculty and students as an effective instructional approach that improves the learning environment, teaching strategies, and student performance.

Several academic departments have increased their use of active learning to address low student success rates. However, it is unclear whether those implementing active learning have a consistent conceptualization of it. Like other educational terms, the phrase "active learning" is in danger of becoming overused and misunderstood, which puts the utility of active learning into question. This study examines 115 conceptualizations of active learning across six institutions of higher education that are infusing more active learning into their mathematics courses. We use the four pillars of inquiry-based mathematics education as a basis for analyzing these conceptualizations and compare them in two ways: by stakeholder role and by institution. Our findings show that many participants conceptualize active learning as student engagement and activities other than lecture, yet there was limited focus on the role of the teacher and content. Only eight participants mentioned issues of equity. Comparison within individual institutions shows that faculty within departments may hold common understandings of active learning. Implications of these findings include a need to develop an understanding of active learning that attends to all four pillars and is shared across departments, institutions, and disciplines.

There is a plethora of evidence to suggest that academics of colour remain under represented in higher education; they are less likely to be professors and occupy senior managerial roles compared to White groups and report regular incidents of overt and covert racism. Equality, Diversity and Inclusion initiatives such as training programmes to progress the position of academics of colour into senior roles have been used to address their under representation. Drawing on Critical Race Theory this paper examines how within the neoliberal marketised university, such training programmes are used for the benefit of White groups to perpetuate White privilege.

Purpose: This conceptual piece applies what we know about student success to introduce a faculty model of success called the Faculty Pathway to Excellence. The model elevates faculty voices in the conversation of student success in community colleges. Method: We collected qualitative data from interviews with faculty at two community colleges and focus groups with faculty from six community colleges to help inform a faculty-focused framework. Proposed model: By changing the conversation to a more comprehensive perspective of faculty success, the model emphasizes the connections, establishment, navigation and leadership, and teaching and learning excellence of faculty members throughout their career trajectories. We define faculty success as faculty retention, faculty satisfaction/sense of belonging, faculty productivity, and ultimately student success (e.g., learning, retention, completion, transfer). Contributions: The development of this Faculty Pathway to Excellence suggests a wider variety of strategies by administration to attract, support, and retain faculty. It also has the potential to help faculty members envision and prepare for the multiple and non-linear pathways in academia. Understanding faculty and their career progression is critical to advance student success conversations. Finding ways to enhance faculty growth and development across all career stages helps students and faculty succeed.

One way to achieve equitable design is to directly include users who will be impacted the most in the planning and facilitation of a project. Common financial, logistical, and/or temporal constraints reveal that direct inclusion of the people most impacted is not always possible. If this barrier arises, one promising alternative is the creation and use of personas. Using a vignette and case study qualitative methodological approach, three researchers at a large urban university in the Pacific Northwest detail personas and journey mapping as an equitable design practice during a LMS migration on a rapid development timeline. This paper details how personas were created using empirical data, how journey mapping impacted various teams, and how centering equity better prepared staff to support instructors throughout the migration while addressing the student learning impact.

This article provides an overview of the theoretical foundations of leadership engagement. The authors synthesize research informing leadership engagement practice and research in college environments. They highlight evidence-based instructional strategies and high-impact practices for effective leadership engagement for college students, including considerations for identity-conscious leadership engagement. The article concludes with reflections on how leadership educators and scholars may continue to evolve practice and research for deeper leadership engagement opportunities.

By incorporating the culturally relevant leadership learning model (CRLL) into the leadership learning framework (LLF), this article provides leadership educators with an inclusive approach to leadership learning. The authors illustrate how educators can integrate the five dimensions of campus climate into leadership knowledge, observation, development, training, engagement, and metacognition. We describe practical ways to address leadership identity, efficacy, and capacity development for all college students, especially those belonging to traditionally underserved identities. Finally, the authors present a new visual for integrating CRLL into the LLF--a kaleidoscope leadership learning model.

In 2020 a University of Saskatchewan Library Working Group investigated liaison librarian workloads across disciplines to help develop a clearer understanding of variance in disciplinary needs, which would then help inform equitable annual liaison assignments. This article describes the process and data used to compare liaison workloads across the health sciences, fine arts, humanities, science, and social sciences disciplines. Although the Working Group was able to formulate some general recommendations, there was uncertainty around how the COVID-19 pandemic, as well as the Library's shift to a functional organizational structure, might impact liaison librarian activities and annual assignments in the future.