Trends in Higher Education最新文献_第2页

On the Quality and Validity of Course Evaluation Questionnaires Used in Tertiary Education in Greece 关于希腊高等教育中使用的课程评估问卷的质量和有效性

Trends in Higher Education Pub Date : 2024-04-12 DOI: 10.3390/higheredu3020013

I. Papadogiannis, C. Vassilakis, Manolis Wallace, Athanassios Katsis

{"title":"On the Quality and Validity of Course Evaluation Questionnaires Used in Tertiary Education in Greece","authors":"I. Papadogiannis, C. Vassilakis, Manolis Wallace, Athanassios Katsis","doi":"10.3390/higheredu3020013","DOIUrl":"https://doi.org/10.3390/higheredu3020013","url":null,"abstract":"In compliance with national legislation, Greek tertiary education institutions assess educational quality often using a standardized anonymous questionnaire completed by students. This questionnaire aims to independently evaluate various course components, including content organization, instructor quality, facilities, infrastructure, and grading methods. Despite widespread use across universities, the questionnaire’s validity remains unexamined. This study addresses this gap by analyzing 48,000+ questionnaire responses from the University of the Peloponnese (2014–2022), encompassing 68 undergraduate and graduate programs. Confirmatory factor analyses were used to assess the quality of the questionnaire, while exploratory factor analyses were used to assess the dimensions of the tool based on the data. Both analyses reveal shortcomings: confirmatory analysis detects strong correlations between supposedly different factors, and exploratory analysis identifies dimensions inconsistent with the expected structure. These findings question the questionnaire’s quality and the validity of drawn conclusions, while additionally identifying opportunities for reducing the number of questions, which can contribute to increased questionnaire submission rates. Given its common use across Greek universities and its influence on shaping courses, urgent redesigning of the questionnaire for tertiary education evaluation is recommended.","PeriodicalId":217461,"journal":{"name":"Trends in Higher Education","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140711085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

High-Impact Teaching Practices in Higher Education: Understanding Barriers, Concerns, and Obstacles to Their Adoption 高等教育中的高效教学实践：了解采用这些做法的障碍、关注点和阻碍因素

Trends in Higher Education Pub Date : 2024-01-25 DOI: 10.3390/higheredu3010006

Kristin VanWyngaarden, Julie A. Pelton, Pamela Martínez Oquendo, Christopher Moore

{"title":"High-Impact Teaching Practices in Higher Education: Understanding Barriers, Concerns, and Obstacles to Their Adoption","authors":"Kristin VanWyngaarden, Julie A. Pelton, Pamela Martínez Oquendo, Christopher Moore","doi":"10.3390/higheredu3010006","DOIUrl":"https://doi.org/10.3390/higheredu3010006","url":null,"abstract":"This research explores the barriers, concerns, and obstacles undergraduate STEM educators face when implementing high-impact teaching practices (HIPs), the application of which may improve student learning outcomes. Because our study took place during the COVID-19 pandemic, our results also shed light on the unique challenges of utilizing HIPs in asynchronous online-learning environments. Thirteen undergraduate instructors were interviewed about their current teaching practices in order to identify barriers to or support for adopting HIPs. Data collected through semi-structured interviews revealed administrative and financial restraints as barriers to effective teaching which have been found in previous research. A number of new and unique obstacles emerged out of teaching remotely or online during the pandemic, including a heightened concern over the instructor’s ability to connect with students and engage in the best teaching practices. This research extends our current understanding of barriers and concerns about adopting HIPs in undergraduate STEM courses because of the unique perceived threats that emerged during the pandemic. We identify strategies to equip faculty with the support they need to provide equitable learning experiences, including access to consultants who support curriculum development and implementation in the classroom, ongoing educational coaching, and increased access to professional-development opportunities and a community of inquiry to discuss teaching strategies.","PeriodicalId":217461,"journal":{"name":"Trends in Higher Education","volume":"40 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139598032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Engineering Students’ Perceptions of Diversity and Inclusion in a Southern Public University: A Case Study 探索南方一所公立大学工程专业学生对多样性和包容性的看法：案例研究

Trends in Higher Education Pub Date : 2024-01-23 DOI: 10.3390/higheredu3010005

Shenghua Wu, Andrew Burleson, Samantha Islam, D. Gossen, Abeeb Oyelere

引用次数: 0

The Use of Educational Process Mining on Dropout and Graduation Data in the Curricula (Re-)Design of Universities 在大学课程（重新）设计中利用辍学和毕业数据挖掘教育过程

Trends in Higher Education Pub Date : 2024-01-17 DOI: 10.3390/higheredu3010004

Alexander Karl Ferdinand Loder

{"title":"The Use of Educational Process Mining on Dropout and Graduation Data in the Curricula (Re-)Design of Universities","authors":"Alexander Karl Ferdinand Loder","doi":"10.3390/higheredu3010004","DOIUrl":"https://doi.org/10.3390/higheredu3010004","url":null,"abstract":"High college dropout rates are not a desired outcome for university management. Efforts have been made to increase student retention via understanding dropouts and building support mechanisms. With the emergence of Big Data, educational process mining came into existence, allowing for new methods of structuring and visualizing data. Previous studies have established an approach to generate process maps from the course sequences students take. This study improves this method by focusing on visualizing students’ pathways through a study program dependent on their status as a “dropout” or “graduate” and on the level of every degree program. An interactive framework in a web application dedicated to curriculum designers was created. The data of 53,839 students in 78,495 studies at the University of Graz (Austria) between 2012/13 and 2022/23 were used for process mining. The generated process maps provide information on the exam sequence of students. They have been implemented in discussion forums with stakeholder groups and are part of the curriculum (re)design processes. The maps provide the benefit of being able to compare and monitor successful and non-successful students’ maps using real-time data. Despite their use for curriculum development, they are limited in their size and the number of exams that can be displayed, making them a good fit for early dropout evaluation.","PeriodicalId":217461,"journal":{"name":"Trends in Higher Education","volume":"45 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Project-Based Learning as a Potential Decolonised Assessment Method in STEM Higher Education 基于项目的学习是 STEM 高等教育中一种潜在的非殖民化评估方法

Trends in Higher Education Pub Date : 2024-01-03 DOI: 10.3390/higheredu3010002

Joanne Daniella Lalujan, M. Z. I. Pranjol

{"title":"Project-Based Learning as a Potential Decolonised Assessment Method in STEM Higher Education","authors":"Joanne Daniella Lalujan, M. Z. I. Pranjol","doi":"10.3390/higheredu3010002","DOIUrl":"https://doi.org/10.3390/higheredu3010002","url":null,"abstract":"Decolonising the curriculum (DtC) is an emerging concept that continues to challenge higher education institutions globally, with educators and scholars increasingly recognising how traditional curricular structures, content, and pedagogical practices can reinforce colonial biases and marginalise certain student groups. DtC can be seen as a process rather than a phenomenon, one which is ongoing and multiplexed, consisting of elements that aim to dismantle the hierarchy between staff and students and question the ways in which knowledge is produced, valued, and disseminated. The expected outcome is to provide students with an education which is equitable, inclusive, and relevant to their personal lives and experiences. Efforts in DtC have continued to gain traction, but assessment practices remain overlooked as a crucial component, with most decolonising efforts focussed towards content and pedagogy. As such, this review aims to contribute to the conversation by exploring the roots and impacts of colonisation on higher education, particularly within the context of assessment in STEM subjects. We examine various elements of decolonised assessment methods and ultimately suggest project-based learning (PBL) as a comprehensive approach that brings together the aforementioned decolonial elements, illustrating this concept through the examination of a PBL assessment mode study conducted at the University of Sussex.","PeriodicalId":217461,"journal":{"name":"Trends in Higher Education","volume":"62 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139451629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining Anti-Poverty Programs to Address Student’s Unmet Basic Needs at Texas Hispanic-Serving Institutions over the Course of the COVID-19 Pandemic 研究在 COVID-19 大流行期间得克萨斯州西班牙裔服务机构为满足学生未得到满足的基本需求而开展的扶贫计划

Trends in Higher Education Pub Date : 2024-01-03 DOI: 10.3390/higheredu3010003

Lisa K. Zottarelli, T. Sunil, Xiaohe Xu, Shamatanni Chowdhury

{"title":"Examining Anti-Poverty Programs to Address Student’s Unmet Basic Needs at Texas Hispanic-Serving Institutions over the Course of the COVID-19 Pandemic","authors":"Lisa K. Zottarelli, T. Sunil, Xiaohe Xu, Shamatanni Chowdhury","doi":"10.3390/higheredu3010003","DOIUrl":"https://doi.org/10.3390/higheredu3010003","url":null,"abstract":"Many post-secondary institutions have implemented anti-poverty programs to address students’ basic needs insecurities. This study examined the provision of 17 types of basic needs programs at Texas Hispanic-serving institutions over the course of the COVID-19 pandemic with the aim to identify changes in the number and types of programs offered as well as factors that may influence the presence of specific types of basic needs programs on campus. While the average number of basic needs programs per institution varied little over time, the specific types of programs that were offered changed. Institution type as a 2-year or 4-year institution was associated with providing on-campus mental health services, on-campus physical health services, and after-school care for students’ children at pre-pandemic and anticipated post-pandemic time points and employing students and free food or meal vouchers at the pre-pandemic time point. The percentage of students receiving Pell Grants was associated with basic needs programs to assist students applying for public services and referrals to off-campus health services pre-pandemic and anticipated post-pandemic. The presence of an on-campus free food pantry was associated with the percentage of students receiving Pell Grants at the anticipated post-pandemic time point only. Over the course of the pandemic, there were changes to the types of basic needs programs offered. Some types of basic needs programs were associated with institutional and/or student characteristics. Given the continued presence of basic needs programs through the course of the pandemic and into the post-pandemic period, the use of these kinds of programs and services to support students, while influenced by external factors such as the pandemic, appears institutionally established as a way to facilitate going to college for students in need.","PeriodicalId":217461,"journal":{"name":"Trends in Higher Education","volume":"62 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139451637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Access to University Studies: A New Form of Discrimination for Low-Functioning People 进入大学学习：对低功能者的一种新的歧视形式

Trends in Higher Education Pub Date : 2023-12-20 DOI: 10.3390/higheredu3010001

Tamara Rodríguez-Rodríguez, José-María Álvarez-Martínez-Iglesias, Jesús Molina-Saorín, José-Antonio Marín-Marín

{"title":"Access to University Studies: A New Form of Discrimination for Low-Functioning People","authors":"Tamara Rodríguez-Rodríguez, José-María Álvarez-Martínez-Iglesias, Jesús Molina-Saorín, José-Antonio Marín-Marín","doi":"10.3390/higheredu3010001","DOIUrl":"https://doi.org/10.3390/higheredu3010001","url":null,"abstract":"Although it would seem that we are currently in a more inclusive society, the reality is quite different, since discriminatory models continue to be perpetuated based on the level of functional performance of each person. In this sense, the purpose of this study is to find out the degree of discrimination that people with low functional performance have in relation to the rest of the population on the basis of sex and level of studies. To this end, through a thorough investigation based on the scientific method and articulated via statistical analysis (the modelling of categorical data), this study reveals the situations of inequality to which people with low functional performance are subjected in terms of higher education. This study used the survey on Employment of People with Disabilities (EPD), carried out by the National Statistics Institute (INE), and conducted annually with a sample size of 60,000 households, equivalent to some 200,000 people. The statistical analysis was carried out using R software and the main techniques used were contingency table modelling, log-linear models, and logistic models. Finally, some recommendations are offered to contribute to social awareness, for which the role of teachers is a crucial element for educational equity and their training is of vital importance, as teachers are a key element in adapting contents to different abilities, especially for people with lower functional performance. The quality of the initial training they receive will depend on their achievement.","PeriodicalId":217461,"journal":{"name":"Trends in Higher Education","volume":"28 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138955236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating Graduate Students’ Experiences through Structural Equation Modeling (SEM) 通过结构方程模型（SEM）调查研究生的经历

Trends in Higher Education Pub Date : 2023-12-12 DOI: 10.3390/higheredu2040042

K. Collier, Margaret R. Blanchard

{"title":"Investigating Graduate Students’ Experiences through Structural Equation Modeling (SEM)","authors":"K. Collier, Margaret R. Blanchard","doi":"10.3390/higheredu2040042","DOIUrl":"https://doi.org/10.3390/higheredu2040042","url":null,"abstract":"This study used structural equation modeling (SEM) to investigate the role of graduate students’ experiences of microaffirmations, microaggressions, financial concerns, and mentor support (exogenous variables) on their perceptions of imposter syndrome, sense of belonging, and access and opportunities (endogenous variables). These success factors were measured using the Graduate Student Support Survey (GSSS), a 7-factor, 28-item survey. The GSSS success factors were mapped onto the basic needs components of self-determination theory: relatedness, competence, and autonomy. The SEM investigated the experiences of students based on a wide range of personal factors: enrollment status (full/part-time), gender, major (STEM/non-STEM), demographic group (race/ethnicity), degree type (M.S./Ph.D.), and family college experience (first/continuing generation). The SEM identified several significant pathways between the latent constructs (e.g., mentor support and sense of belonging) and differences based on demographic characteristics (e.g., STEM, female, and part-time student). Recognizing the impact of these factors on students’ well-being can spur relevant university administrators, faculty, and staff to take steps that will create a more inclusive campus climate that better supports graduate student success.","PeriodicalId":217461,"journal":{"name":"Trends in Higher Education","volume":"35 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139007980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing University Students’ Beliefs and Attitudes towards Sustainability and Sustainable Development: A Systematic Review 评估大学生对可持续性和可持续发展的信念和态度：系统回顾

Trends in Higher Education Pub Date : 2023-12-12 DOI: 10.3390/higheredu2040041

Eleonora Concina, Sara Frate

{"title":"Assessing University Students’ Beliefs and Attitudes towards Sustainability and Sustainable Development: A Systematic Review","authors":"Eleonora Concina, Sara Frate","doi":"10.3390/higheredu2040041","DOIUrl":"https://doi.org/10.3390/higheredu2040041","url":null,"abstract":"(1) Background: contents and strategies related to sustainability and Sustainable Development Goals (SDGs) are being introduced in academic curricula, and the organization of the university environment is evolving to adopt sustainable practices. One of the main aims of this evolution is to raise students’ awareness of sustainability and to encourage them to develop attitudes, knowledge and competencies for acting as future responsible citizens. This implies the need to examine and understand students’ attitudes and beliefs towards sustainability. (2) Method: a systematic literature review has been performed to examine the most recent studies focused on university students’ beliefs and attitudes towards sustainable development. Three educational online databases were searched for identified research papers, and in the end, 20 papers have been included in the analysis. (3) Results: in recent years there has been a growing interest in the topic of university students’ assessment of sustainability beliefs and attitudes. Assessment was frequently limited to the environmental dimension of sustainability, placing the economic, social and educational dimensions in the background. Most of the assessing tools have been developed as quantitative questionnaires. (4) Conclusions: understanding the attitudes and perceptions of university students about sustainability issues is an essential task for helping higher education institutions to effectively infuse the contents and principles of sustainable development into their environments.","PeriodicalId":217461,"journal":{"name":"Trends in Higher Education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Embracing the Extend Platform in Postgraduate Education: Unveiling Student Perspectives on Technological Trends in Course Delivery 在研究生教育中拥抱扩展平台：揭示学生对课程讲授技术趋势的看法

Trends in Higher Education Pub Date : 2023-12-11 DOI: 10.3390/higheredu2040040

Hao Tran, Annita Stell, Noriko Iwashita

{"title":"Embracing the Extend Platform in Postgraduate Education: Unveiling Student Perspectives on Technological Trends in Course Delivery","authors":"Hao Tran, Annita Stell, Noriko Iwashita","doi":"10.3390/higheredu2040040","DOIUrl":"https://doi.org/10.3390/higheredu2040040","url":null,"abstract":"Recent global events have made it crucial for higher education to continuously update course content with digital alternatives to meet evolving student expectations and enhance their learning experience. The extent of course redevelopment varies widely, depending on the specific learning outcomes. While numerous studies investigate the impact of digitally revitalized course materials on tertiary students, less is known about the user experiences of international postgraduate students in the context of a second language teaching methodology course using different delivery modes. Our study examined postgraduate students’ perceptions of Extend using the Technology Acceptance Model 2 (TAM 2). Extend is an online platform implemented as the main course delivery platform in two postgraduate courses at a large urban Australian university. The results from mid-term evaluation surveys and end-of-semester course evaluations indicated that most students had positive attitudes towards Extend, finding it beneficial for content inclusivity and course objective transparency. The findings highlight both the perceived usefulness and ease of use for building their independent learning journey. However, for a long-term successful learning outcome in delivering this platform across various class deliveries, other aspects related to individual differences need to be taken into consideration.","PeriodicalId":217461,"journal":{"name":"Trends in Higher Education","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0