European Journal of Higher Education最新文献

{"title":"Finding your feet in the dark: how making teaching and learning visible enables change in course and assessment design","authors":"Isabela Darcie, Marie vander Kloet, Robert Gray","doi":"10.1080/21568235.2023.2301599","DOIUrl":"https://doi.org/10.1080/21568235.2023.2301599","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"55 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139441130","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}

{"title":"Workplace bullying, stress, burnout, and the role of perceived social support: findings from a Swedish national prevalence study in higher education","authors":"Danielle Berglund, Anna Toropova, Christina Björklund","doi":"10.1080/21568235.2023.2301588","DOIUrl":"https://doi.org/10.1080/21568235.2023.2301588","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"19 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445515","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}

{"title":"‘To go or not to go’: organizational determinants of academic staff participation in teaching mobility – a structural equation modelling approach","authors":"Nazgul Sulaimanova, Erzsébet Csereklye, János Gordon Győri, László Horváth","doi":"10.1080/21568235.2023.2294742","DOIUrl":"https://doi.org/10.1080/21568235.2023.2294742","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"7 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138947979","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}

{"title":"‘It’s like two different worlds’: the multifaceted nature of social support in students’ transition from high school to a problem-based learning undergraduate programme","authors":"Patrick Bijsmans, Jeanine de Bruin, A. Groen","doi":"10.1080/21568235.2023.2289037","DOIUrl":"https://doi.org/10.1080/21568235.2023.2289037","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"12 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966166","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}

{"title":"Between short-term and medium-to-long-term responses: mapping the impact of COVID-19 on Italian universities","authors":"G. Capano, Paola Coletti","doi":"10.1080/21568235.2023.2287461","DOIUrl":"https://doi.org/10.1080/21568235.2023.2287461","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"68 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138594837","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}

{"title":"How do social and academic integration develop over time? Longitudinal analyses of differences based on students’ sociodemographic background","authors":"Derya Özbağcı, Jonas Breetzke, Carla Bohndick","doi":"10.1080/21568235.2023.2279133","DOIUrl":"https://doi.org/10.1080/21568235.2023.2279133","url":null,"abstract":"ABSTRACTAlthough social and academic integration are considered significant predictors of academic success, little is known about their longitudinal development. In addition, cross-sectional research indicates differences in the integration process based on the sociodemographic background of students, but lacks longitudinal confirmation, especially in Germany. This research gap was addressed by examining students’ integration across three years with measures at four time points (N = 4270) based on data from the National Educational Panel Study (NEPS) in Germany. Longitudinal growth curve analyses were conducted considering interindividual differences between four groups: first-generation students with and without a migration background, and continuing-generation students with and without a migration background. Differences in students’ social and academic integration, measured by several sub-dimensions, partly supported expected advantages for students from academic backgrounds without a migration background, both at the first time point and regarding the longitudinal development. Nevertheless, these differences were small and partly accompanied by non-significant findings highlighting similarities across students. Assumptions about differences between students and implications for future research on the longitudinal development of student integration are discussed.KEYWORDS: Higher educationsocial integrationacademic integrationfirst-generation studentsmigration background Disclosure statementNo potential conflict of interest was reported by the author(s).Data availabilityThis paper uses data from the National Educational Panel Study (NEPS): Starting Cohort 5, https://doi.org/10.5157/NEPS:SC5:15.0.0.Additional informationNotes on contributorsDerya ÖzbağcıDerya Özbağcı is a researcher at the University of Hamburg within the Hamburg Center for University Teaching and Learning. Her research areas include the sense of belonging of students and social inequalities in higher education.Jonas BreetzkeJonas Breetzke is a PhD candidate and research assistant at the Hamburg Center for University Teaching and Learning. His research focuses mainly on study success and the subjective study values of higher education students.Carla BohndickCarla Bohndick is an assistant professor at Hamburg Center for University Teaching and Learning. She received her PhD from Paderborn University. Her research focuses on study success, diversity and the fit between students and the university.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"19 16","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134954519","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}

{"title":"Does the higher education experience affect political interest, efficacy, and participation? Comparing dropouts to graduates and ‘non-starters’","authors":"Shweta Mishra, Daniel Klein, Lars Müller","doi":"10.1080/21568235.2023.2276853","DOIUrl":"https://doi.org/10.1080/21568235.2023.2276853","url":null,"abstract":"ABSTRACTIn this paper, we focus on non-monetary and potential societal benefits of higher education and ask whether the higher education experience fosters political interest, internal political efficacy, and participation irrespective of completing a degree. Increasing enrolment rates in higher education also increase the number of higher education dropouts. Previous literature has found that dropouts fare equally well on the labour market as young adults who never enter higher education (‘non-starters’), suggesting that higher education does not pay off without obtaining a degree. However, preparing students for the labour market is only one goal of higher education. Therefore, we focus on broader returns to the higher education experience and its potential contribution to society. We use a representative sample of adults in Germany and apply linear regression models to compare dropouts to both graduates and ‘non-starters’. Our results confirm that higher education experience is positively related to political outcomes. However, except for internal political efficacy, the differences between dropouts and ‘non-starters’ do not appear to change substantially with the time spent in higher education. These findings call into question the role of higher education in creating politically informed and responsible citizens.KEYWORDS: Consequences of dropping outhigher educationpolitical efficacypolitical interestpolitical outcomepolitical participation AcknowledgementThis paper uses data from the National Educational Panel Study (NEPS): Starting Cohort 6 – Adults, doi:10.5157/NEPS:SC6:12.0.1. From 2008 to 2013, NEPS data were collected as part of the Framework Programme for the Promotion of Empirical Educational Research funded by the German Federal Ministry of Education and Research (BMBF). As of 2014, the NEPS survey is carried out by the Leibniz Institute for Educational Trajectories (LIfBi) at the University of Bamberg in cooperation with a nationwide network.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 OECD considers the period of three years after the end of the theoretical duration of the programme for calculating dropout rate.2 There are subtle differences between signalling approaches (Spence Citation1973) and credentialism (Collins Citation1979), in that the former assume diplomas to be generally valid signals of true productivity while the latter tend to view diplomas as symbolic capital, biased towards middle-class values. Further investigation of such differences is beyond the scope of our paper. Here, we simply note that both approaches are compatible with the reported findings that higher education only pays off with a degree.3 The restricted sample excludes 320 out of 5,390 individuals (about 6%) with a higher education entrance certificate. These 320 individuals appear to have graduated from higher education within two years or less, or to have spent more than 12 years in higher education. A","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"90 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135539532","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}

{"title":"Inclusive practices among university teaching staff. Confirmation of a model based on personal predictors","authors":"José-Luis Álvarez-Castillo, Gemma Fernández-Caminero, Carmen-María Hernández-Lloret, Hugo González-González, Luis Espino-Díaz","doi":"10.1080/21568235.2023.2276198","DOIUrl":"https://doi.org/10.1080/21568235.2023.2276198","url":null,"abstract":"ABSTRACTDifferent personal traits could predict not only prejudice, but also practices aimed at the inclusion of vulnerable minorities in higher education. On the basis of this assumption, the study presented here sets out to confirm a predictive model of inclusive practices among university teaching staff, incorporating variables of personality, ideological attitudes, perceived discrimination, and beliefs and attitudes towards diversity, hypothesising the pre-eminence of the predictive route anticipated by John Duckitt’s Dual-Process Motivational Model in the perception of disadvantaged groups. The research process involved collecting and analysing data from 613 university teachers at eight Spanish public universities, confirming the hypothetical model by means of structural equations. The study showed that personality, through ideological attitudes and, in turn, such attitudes together with perceived discrimination, had significant effects on the inclusive practices of teachers through the mediation of beliefs and attitudes towards diversity, and that agreeableness and social dominance orientation primarily anticipated beliefs, attitudes, and practices. The conclusions establish the relevance of personal competencies in the profile of teachers when addressing diversity, suggesting professional development in such competencies through reflexive, extensive training, and application in the classroom.KEYWORDS: Diversityinclusionhigher educationteaching practicestructural equation modelling Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors gratefully acknowledge financial support from the Spain’s Ministry of Economy, Industry, and Competitiveness, the State Research Agency, and the European Regional Development Fund [grant number EDU2017-82862-R]; Ministry of Science, Innovation, and Universities [grant number FPU2017/02463].Notes on contributorsJosé-Luis Álvarez-CastilloJosé-Luis Álvarez-Castillo is a Full Professor with the Department of Education, University of Córdoba (Spain). He conducts research in the field of inclusive and intercultural education, and particularly strategies for reducing intergroup bias (stereotyping, prejudice, and discrimination) in future teachers.Gemma Fernández-CamineroGemma Fernández-Caminero is a Lecturer with the Department of Education, University of Córdoba (Spain). She has published articles and book chapters on diversity and inclusion in higher education, and also on empathy and other inclusive competencies in the training of future educators.Carmen-María Hernández-LloretCarmen-María Hernández-Lloret has been a Teaching and Research Assistant with the Department of Education, University of Córdoba (Spain). She recently conducted her doctoral research on the institutionalisation of diversity and inclusion in higher education considering mixed methods.Hugo González-GonzálezHugo González-González is a Senior Lecturer with the Department of Edu","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"555 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135928013","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}

{"title":"Work-life balance and remote working in the pandemic and beyond: the lived experiences of university academics in The Netherlands and UK","authors":"Abdul Rauf, Shohreh Parham, Conor Sheehan","doi":"10.1080/21568235.2023.2273554","DOIUrl":"https://doi.org/10.1080/21568235.2023.2273554","url":null,"abstract":"ABSTRACTPoor work-life balance (WLB) has been linked to negative outcomes such as increased stress, anxiety, depression, and a perceived reduction in the overall quality of life. At an institutional level, these may include lowered employee commitment and decreased productivity at work. The advent of COVID-19 has necessitated fundamental alterations to work experience and the ways in which WLB may be perceived. This phenomenological study employed qualitative, in-depth interviews to explore higher education academics’ lived experiences of remote working and how they perceived this had impacted their well-being (WB) and WLB. Using purposive samplings, respondents were drawn from HE sectors in the Netherlands, and the UK. The findings offered an understanding of how remote and hybrid teaching delivery during the pandemic affected academics’ actual experiences of WB and WLB. These findings serve to enhance policymakers’ understandings of significant occupational health and WB issues within a post-pandemic education service paradigm.KEYWORDS: Remote workingwork-life balanceHEwell-beingHE policyHRM policies Disclosure statementNo potential conflict of interest was reported by the author(s).Declaration of interestThe authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to their containing information that could compromise the privacy of research participants.Additional informationNotes on contributorsAbdul RaufAbdul holds a PhD in Human Resource Management from UT in addition to an MBA and MSc in Business. His main focus in research is on issues related to Human Resource Management (HRM). Currently he is interested in researching on HR competencies for future industries such as competency profiles required for smart industry (industry 4.0). He loves teaching and supervising graduate and post graduate students for their graduation assignment / final projects. He contributes actively to University’s HRM department in the screening and hiring process of academic staff for various schools of the university. He has developed and implemented various HR strategies and procedures for the HR function of the university. He has presented many research papers at several international conferences in the UK, Belgium, the Netherlands. He is conversant with the Standards and guidelines for quality assurance in the European Higher Education system and is also part of different assessment panels for educational programmes and institutional accreditations assessments.Shohreh ParhamShohreh Parham holds dual positions as an Assistant Professor at AMSIB (Amsterdam school of International Business) and an Associate Professor (on assignment) at Wittenborg University of Applied Sciences. With a specialty in Human Resource ","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136261920","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}

{"title":"How reasons for entering higher education shape academic and extra-curricular engagement: the case of Russian highly selective universities","authors":"Natalia Maloshonok","doi":"10.1080/21568235.2023.2273553","DOIUrl":"https://doi.org/10.1080/21568235.2023.2273553","url":null,"abstract":"ABSTRACTStudent engagement is a widely used approach for evaluation of the quality of higher education in many countries, because it is considered as a proxy for student learning and academic outcomes, especially when direct measures are unavailable. Pre-college characteristics can affect student engagement and should be taken into account when this approach is employed. However, little is known about how such pre-college characteristics, like reasons to enter higher education, affect student engagement at university. The article is aimed to explore the links between reasons for university enrolment and two types of academic engagement (class engagement and disengagement), and two types of extra-curricular engagement (organisational work and research engagement). The data of an undergraduate survey conducted at eight highly selective Russian universities (n = 4926) is utilised. Our research found that reasons related to job placement and becoming a professional positively correlate with a student’s commitment to academic work, while extracurricular engagement is associated with intrinsic motives, social reasons, and desire for career promotion. Educational policy for enhancing student engagement should meet the students’ diverse goals at university and provide them with the intrinsic value of extracurricular experience, particularly when curricular activities are limited to preparation for narrow specialisation.KEYWORDS: Student engagementclass engagementdisengagementextra-curricular engagementreasons for entering higher educationintrinsic and extrinsic motives AcknowledgementsThe data were collected in the study ‘Monitoring of Student Experience’ of the Consortium ‘Evidence-based digitalization for student success’ (https://en.edtechdata.ru/conso). We express our special gratitude to the coordinators of the universities participating in this study: Tatyana Apollonova (Yaroslavl State Technical University), Yulia Tsofina (Yaroslavl State University named after P.G.Demidov), Ksenia Lyakh (Novosibirsk State Technical University), Ksenia Mertins (Tomsk Polytechnic University), Olesya Shulezhko (Ulyanovsk State Pedagogical University named after I.N. Ulyanov), Kirill Zakharyin (Siberian Federal University), Natalia Zagritsenko (Southern Federal University), Evgeny Ledkov and Nikita Tutykhin (Far Eastern Federal University).Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The academic year in Russia starts on the 1st of September and ends at the end of June. In most higher education institutions, it is splitted into two semesters that end with two examination sessions: the first semester ends in January, and the second semester ends in June.2 https://priority2030.ru/en3 https://memo.hse.ru/en/4 https://memo.hse.ru/met5 https://cshe.berkeley.edu/seruAdditional informationFundingSupport from the Basic Research Program of the National Research University Higher School of Economics (HSE University) is gratefully a","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"161 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136381946","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}