Higher Education Forum最新文献

Belonging beyond crisis: Predictors are stable in higher education, despite a pandemic 超越危机：尽管发生了流行病，但高等教育的预测指标是稳定的

Higher Education Forum Pub Date : 2025-10-18 DOI: 10.1007/s10734-025-01549-2

Kelly‐Ann Allen, Joseph Crawford, Taren Sanders, Bonnie Bozorg, Cassandra Saunders

引用次数: 0

“They want people who are not me”: low socioeconomic status students' WIL experiences “他们想要的人不是我”：低社会经济地位学生的工学经验

Higher Education Forum Pub Date : 2025-06-17 DOI: 10.1007/s10734-025-01464-6

Lisa Barnwell Williams, Kathy Jordan, Patricia McLaughlin

{"title":"“They want people who are not me”: low socioeconomic status students' WIL experiences","authors":"Lisa Barnwell Williams, Kathy Jordan, Patricia McLaughlin","doi":"10.1007/s10734-025-01464-6","DOIUrl":"https://doi.org/10.1007/s10734-025-01464-6","url":null,"abstract":"Abstract Widening participation and inclusion are receiving increasing attention in higher education, including through employability strategies aimed at ensuring that students from all backgrounds have the opportunity to succeed. However, both international and Australian evidence suggests that despite ongoing efforts by policymakers and higher education providers to embrace diversity and inclusion, students from low socioeconomic status (SES) backgrounds continue to face unequal graduate employment outcomes and disadvantage post-graduation. While work integrated learning (WIL) is widely recognized as a powerful strategy to enhance employability, low SES students continue to face significant hurdles in accessing and participating in WIL placements. This paper reveals rich insights into the challenges and opportunities these students face in sourcing and transitioning into WIL placements. Drawing on a contemporary capital model of employability, this qualitative multiple-case study explores the placement experiences of four low SES students at a large urban Australian university, purposefully selected from a separate survey of over 200 students. Findings reveal that cultural capital significantly shapes low SES students’ WIL placement and workplace transition experiences. Specifically, low SES students face heightened self-doubt and feelings of cultural mismatch within professional environments, often needing to adjust behavior to align with dominant unspoken workplace norms. This paper offers recommendations for policymakers, higher education institutions, and industry partners to bridge these gaps, ensuring no student is left behind in their workplace transition.","PeriodicalId":37242,"journal":{"name":"Higher Education Forum","volume":"91 3","pages":"1181-1198"},"PeriodicalIF":0.0,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10734-025-01464-6.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147898691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

How university climate impacts psychosocial safety, psychosocial risk, and mental health among staff in Australian higher education: a qualitative study 大学气候如何影响澳大利亚高等教育工作人员的心理社会安全、心理社会风险和心理健康：一项定性研究

Higher Education Forum Pub Date : 2024-12-13 DOI: 10.1007/s10734-024-01376-x

Xuan Luu, Christine Rathjens, Michael Swadling, Bronwyn Gresham, Leya Hockman, Christina M. Scott‐Young, Katrin Leifels, Amy Zadow, Maureen F. Dollard, Lachlan Kent

引用次数: 4

Fostering Critical Soft Skills of Graduates for Employability and Professional Growth 培养毕业生就业能力和专业成长的关键软技能

Higher Education Forum Pub Date : 2024-09-16 DOI: 10.4018/979-8-3693-3856-8.ch003

Geshwaree Huzooree, Loga Devi Balla Soupramanien, Soujata Rughoobur-Seetah

引用次数: 5

What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies 什么观点是“研究者身份”的基础？回顾二十年的实证研究

Higher Education Forum Pub Date : 2020-06-23 DOI: 10.1007/s10734-020-00557-8

Montserrat Castelló, Lynn McAlpine, Anna Sala‐Bubaré, Kelsey Inouye, Isabelle Skakni

{"title":"What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies","authors":"Montserrat Castelló, Lynn McAlpine, Anna Sala‐Bubaré, Kelsey Inouye, Isabelle Skakni","doi":"10.1007/s10734-020-00557-8","DOIUrl":"https://doi.org/10.1007/s10734-020-00557-8","url":null,"abstract":"Abstract Over the past two decades, identity has emerged as a concept framing studies of early career researcher experience. Yet, identity is an amorphous concept, understood and used in a range of ways. This systematic review aimed to unpack the underpinnings of the notion of researcher identity. The final sample consisted of 38 empirical articles published in peer-reviewed journals in the last 20 years. Analyses focused on (a) identifying the dimensions used to define researcher identity, and (b) characterising the meta-theories—the underlying assumptions of the research—in relation to these dimensions. We identified four different stances towards researcher identity (clusters), based on variation on the identity dimensions in relation to the meta-theories. We characterised these as (1) transitioning among identities, (2) balancing identity continuity and change, (3) personal identity development through time and (4) personal and stable identity. These stances incorporate thought-provoking nuances and complex conceptualisations of the notion of researcher identity, for instance, that meta-theory was insufficient to characterise researcher identity stance. The contribution of the study is first to be able to differentiate four characterizations of researcher identity—important given that many studies had not clearly expressed a stance. The second is the potential of the four dimensions to help characterise identity, in past as well as future research—thus a useful tool for those working in this area. Many questions remain, but perhaps the biggest is to what extent and under what conditions is identity a productive notion for understanding early career researcher experience?","PeriodicalId":37242,"journal":{"name":"Higher Education Forum","volume":"81 3","pages":"567-590"},"PeriodicalIF":0.0,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10734-020-00557-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147889872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 95

The influence of Work-Integrated Learning and paid work during studies on graduate employment and underemployment 工学结合学习和在校有偿工作对毕业生就业和就业不足的影响

Higher Education Forum Pub Date : 2017-11-24 DOI: 10.1007/s10734-017-0216-z

Denise Jackson, David G. Collings

引用次数: 140