European Journal of Higher Education最新文献_第7页

Internationalization at home as a factor affecting intercultural competence. A study among Belgian university students 国内国际化是影响跨文化能力的一个因素。一项针对比利时大学生的研究

European Journal of Higher Education Pub Date : 2022-07-19 DOI: 10.1080/21568235.2022.2094815

L. Sercu

{"title":"Internationalization at home as a factor affecting intercultural competence. A study among Belgian university students","authors":"L. Sercu","doi":"10.1080/21568235.2022.2094815","DOIUrl":"https://doi.org/10.1080/21568235.2022.2094815","url":null,"abstract":"ABSTRACT\u0000 Intercultural competence is an increasingly desirable life skill in a multicultural and globalized world. To promote this learning outcome, higher education institutions can offer internationalization activities both at home and abroad. Research investigating to what extent ‘Internationalization at home’ (IaH) initiatives, as opposed to study abroad, affect the development of intercultural competence (IC) in students, especially in universities where the home student population is still mainly white, like at the university in focus in this paper, is scarce. This survey study aimed to gain insights into the intercultural competence of 506 Flemish university students, and the factors predominantly positively affecting IC development. Our findings reveal that study abroad, participation in cocurricular IaH initiatives, foreign language mastery and use, and the personality traits agreeableness and openness have a bearing on IC and feature among the main explanatory factors. Overall, the findings suggest that the 60,000 student European research university in focus appears successful at having created a study environment that is truly international and can contribute to IC development over the years of study. Via the integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments, it contributes to developing international and intercultural mindsets in students.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80618364","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: 4

Are quality assurance and rankings useful tools to measure ‘new’ policy issues in higher education? The practices in Europe and Asia 质素保证和排名是衡量高等教育“新”政策问题的有用工具吗?欧洲和亚洲的做法

European Journal of Higher Education Pub Date : 2022-07-06 DOI: 10.1080/21568235.2022.2094816

F. Kaiser, Ana I. Melo, A. Hou

{"title":"Are quality assurance and rankings useful tools to measure ‘new’ policy issues in higher education? The practices in Europe and Asia","authors":"F. Kaiser, Ana I. Melo, A. Hou","doi":"10.1080/21568235.2022.2094816","DOIUrl":"https://doi.org/10.1080/21568235.2022.2094816","url":null,"abstract":"ABSTRACT In the last years, ‘new’ policy issues, such as sustainability, have emerged, and old ones, such as social inclusion, have resurfaced on the political and public agendas. Higher education institutions (HEIs) are increasingly expected to respond to these ‘new’ challenges. But how are HE systems and HEIs (namely in Europe and Asia) looking at these ‘new’ policy issues and assessing them? This article focuses on what issues are being looked at by two of the most well-known tools or mechanisms used to assess the quality of HE – quality assurance and rankings – and how are these tools dealing with these ‘new’ challenges. This article concludes that the role of the ‘new’ policy issues in the assessment of institutional performance and quality is still very limited. Developing indicators that may be used for accountability purposes or improvement purposes is a major challenge that lies ahead. Facilitating the exchange of ideas, experiences, and knowledge on how to measure performance on the ‘new’ policy issues and on how to use that information in any of the rationale settings seems to be a promising way forward to get the ‘new’ policy issues embedded in quality assurance tools.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"29 1","pages":"391 - 415"},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74791634","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: 1

Research agendas and culture: a new approach to analysing the academic profession in Asia and Europe 研究议程与文化:分析亚洲和欧洲学术职业的新方法

European Journal of Higher Education Pub Date : 2022-07-06 DOI: 10.1080/21568235.2022.2096091

João M. Santos, Yingxin Liu, Hei-hang Hayes Tang

{"title":"Research agendas and culture: a new approach to analysing the academic profession in Asia and Europe","authors":"João M. Santos, Yingxin Liu, Hei-hang Hayes Tang","doi":"10.1080/21568235.2022.2096091","DOIUrl":"https://doi.org/10.1080/21568235.2022.2096091","url":null,"abstract":"ABSTRACT This paper investigates the research agendas of academics in Asia and Europe with reference to cultural influences rooted in the two continents. Unlike studies on the influence of culture on research that focus on only one or a few countries, this study explores the relationship between cultural dimensions and research agendas at the continental level, across Europe and Asia. The study uses general linear modelling with interaction terms to identify how cultural dimensions influence research agendas and how their influence differs between Europe and Asia. Hofstede’s cultural dimensions model and the Multidimensional Research Agendas Inventory-Revised scale are adopted in this study, as measures of cultural dimensions and research agenda-setting, respectively. The results show that culture influences several aspects of research agenda-setting in both Asia and Europe, but these dynamics are not always identical across continents. These findings are relevant both for academics studying the cultural dynamics of science, and also for policymakers who need to consider these cultural dimensions while striving to promote specific research agendas.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"518 1","pages":"434 - 455"},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77170818","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

Is it all about individual effort? The effect of study conditions on student dropout intention 这都是个人努力的结果吗?学习条件对学生退学意向的影响

European Journal of Higher Education Pub Date : 2022-05-29 DOI: 10.1080/21568235.2022.2080729

A. Marczuk

{"title":"Is it all about individual effort? The effect of study conditions on student dropout intention","authors":"A. Marczuk","doi":"10.1080/21568235.2022.2080729","DOIUrl":"https://doi.org/10.1080/21568235.2022.2080729","url":null,"abstract":"ABSTRACT Understanding why students drop out from university has received much research attention. While the influence of students’ individual characteristics is well understood, the role of universities, however, has rather been neglected. This study draws attention to the effect of study conditions on individual dropout intention. On focus is the structure of the curriculum, achievement norms and the practical component of higher education programmes. A modified cost-benefit approach is introduced, systematising the most prominent individual dropout factors identified by prior research. It is assumed that these factors mediate the effect of study conditions on dropout intention. Analyses are conducted using the German Student Survey data (2000–2016), allowing an aggregated measurement of study conditions at the broad field of study level. Multilevel regression models support most of the theoretical assumptions: whereas a more highly structured curriculum improves students’ academic self-efficacy, and thus lowers their dropout intention, practical components have a similar effect by promising benefits in the form of good job preparation. On the other hand, achievement norms increase dropout intention by lowering performance or by leading to high psychological burdens. The results emphasise that study conditions play a significant role in student success by driving the main individual dropout factors.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"381 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78971435","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: 4

Critical thinking and writing in transition to higher education in Finland: do prior academic performance and socioeconomic background matter? 芬兰高等教育转型中的批判性思维和写作:以前的学习成绩和社会经济背景重要吗?

European Journal of Higher Education Pub Date : 2022-05-19 DOI: 10.1080/21568235.2022.2075417

Katri Kleemola, Heidi Hyytinen, A. Toom

{"title":"Critical thinking and writing in transition to higher education in Finland: do prior academic performance and socioeconomic background matter?","authors":"Katri Kleemola, Heidi Hyytinen, A. Toom","doi":"10.1080/21568235.2022.2075417","DOIUrl":"https://doi.org/10.1080/21568235.2022.2075417","url":null,"abstract":"ABSTRACT Critical thinking, a complex set of cognitive skills, and the ability to communicate one’s thoughts are vital in successful studying for new higher education students. The aim of this study was to explore the effect of socioeconomic background and prior academic performance on new students’ critical thinking and writing. The participants were 1006 first-year students from a range of disciplines in 18 Finnish higher education institutions. An open-ended performance task was used to investigate students’ critical thinking and writing. Structural equation modelling was used to analyse the data. The grade in the native language and the scholarly culture of a student's childhood home were found to be the most important predictors of strong critical thinking and writing. In contrast, parents’ education and students’ grades in mathematics were not significant. As Finnish student admissions are reformed, there is a growing need to understand the predictive value of relevant background factors. Findings give insights into the development of admissions and remind developers that not all prior performances have equal predictive value. Findings invite careful consideration in determining which skills are necessary for new students. It is suggested that in future research, a wider range of skills should be investigated.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87359019","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: 2

International mobility in higher education: students’ attitude to international credit virtual mobility programs 高等教育中的国际流动:学生对国际学分虚拟流动项目的态度

European Journal of Higher Education Pub Date : 2022-05-05 DOI: 10.1080/21568235.2022.2068637

Cristina López-Duarte, J. Maley, Marta M. Vidal‐Suárez

引用次数: 2

Visible organisational boundaries and the invisible boundaries of the scholarly profession 有形的组织界限和无形的学术职业界限

European Journal of Higher Education Pub Date : 2022-04-16 DOI: 10.1080/21568235.2022.2060846

T. Siekkinen, E. Pekkola, T. Nokkala

{"title":"Visible organisational boundaries and the invisible boundaries of the scholarly profession","authors":"T. Siekkinen, E. Pekkola, T. Nokkala","doi":"10.1080/21568235.2022.2060846","DOIUrl":"https://doi.org/10.1080/21568235.2022.2060846","url":null,"abstract":"ABSTRACT The role of universities in knowledge production has changed. Although most higher learning still takes place in universities, knowledge is increasingly produced in collaborative networks comprising partners from different sectors (Välimaa, Papatsiba, and Hoffman, 2016. “Higher Education in Networked Knowledge Societies.” In Re-becoming Universities, The Changing Academy – The Changing Academic Profession in International Comparative Perspective. Vol. 15, edited by D. M. Hoffman and J. Välimaa, 13–39. Dordrecht: Springer). In addition, the focus of universities’ personnel policies has shifted from supporting professional inclusion and exclusion towards supporting the national development of talent and human capital. New kinds of networks and collaborative arrangements have emerged to facilitate the mobility of academics between universities and other sectors. This paper draws upon survey data collected in 2017 from PhD graduates working in universities and the private and public sector in Finland, in order to explore their perceptions related to the relevance of their work, and their commitment to the organisation and the scientific community. We found some differences between the private sector, and the public sector and universities, and between disciplines. Between public sector and universities only small differences occurred. The results indicate that the research work between sectors is rather similar according to the indicators that were used, in some cases the differences might be more significant between disciplines.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"401 1","pages":"415 - 434"},"PeriodicalIF":0.0,"publicationDate":"2022-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76530061","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: 2

Measuring interdisciplinary understanding in higher education 衡量高等教育中的跨学科理解

European Journal of Higher Education Pub Date : 2022-04-08 DOI: 10.1080/21568235.2022.2058045

J. E. Schijf, G. P. van der Werf, E. Jansen

{"title":"Measuring interdisciplinary understanding in higher education","authors":"J. E. Schijf, G. P. van der Werf, E. Jansen","doi":"10.1080/21568235.2022.2058045","DOIUrl":"https://doi.org/10.1080/21568235.2022.2058045","url":null,"abstract":"ABSTRACT The growing number of interdisciplinary degree programmes offered at comprehensive research universities aim to ensure that students gain interdisciplinary understanding, defined as knowledge and skills that provide them with the means to produce cognitive enhancements that would not be possible through monodisciplinary programmes. Previous studies suggest that interdisciplinary understanding comprises six main elements: knowledge of different disciplinary paradigms, knowledge of interdisciplinarity, reflection skills, critical reflection skills, communication skills, and collaboration skills. However, empirical evidence to support this conceptualised model is lacking. The current study therefore proposes an Interdisciplinary Understanding Questionnaire (24 items) to assess this model. Its construct validity and measurement invariance were tested among 505 first-year Bachelor’s students from different academic disciplines (e.g. humanities, science, social sciences). A (multigroup) confirmatory factor analysis confirmed the conceptualised model of interdisciplinary understanding, as well as measurement invariance across academic disciplines. Implications for educational practice, for instance regarding student assessment and quality assurance, are discussed.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82579965","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: 3

Students’ experiences of the development of generic competences in the Finnish higher education context – the role of the teaching-learning environment and approaches to learning 学生在芬兰高等教育背景下发展通用能力的经验-教学环境和学习方法的作用

European Journal of Higher Education Pub Date : 2022-04-02 DOI: 10.1080/21568235.2022.2058975

Siru Myllykoski-Laine, Juulia Lahdenperä, Leena Nikander, Liisa Postareff

{"title":"Students’ experiences of the development of generic competences in the Finnish higher education context – the role of the teaching-learning environment and approaches to learning","authors":"Siru Myllykoski-Laine, Juulia Lahdenperä, Leena Nikander, Liisa Postareff","doi":"10.1080/21568235.2022.2058975","DOIUrl":"https://doi.org/10.1080/21568235.2022.2058975","url":null,"abstract":"ABSTRACT To face the challenges demanded by a changing and uncertain world, it is essential for students to develop generic competences during their studies. However, recent research shows worrying results concerning the development of generic competences among higher education students. This quantitative study explores students’ experiences of the development of generic competences and the connections to the experiences of the teaching-learning environment at a university of applied sciences. Further, the significance of the students’ approaches to learning is examined. Generic competences were examined on two dimensions: (1) constructing and applying knowledge and (2) collaboration and communication. Through a path analysis (N = 191), the study showed that students’ experiences of the interest and relevance of the studies and working-life orientation were directly connected to the development of competence in constructing and applying knowledge. The students’ experiences of peer support were directly connected to the development of competences in collaboration and communication. Some differences were detected in how students who adopted different approaches to learning reported the relations between their experience of the teaching-learning environment and generic competences. The study has implications for the development of teaching-learning environments where pedagogical practices should be in accordance with the expected development of generic competences.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76470979","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: 2

Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg 改进Spady-Tinto方法:个人特征和机构支持在卢森堡学生高等教育辍学意向中的作用

European Journal of Higher Education Pub Date : 2022-03-29 DOI: 10.1080/21568235.2022.2056494

Andreas Hadjar, Christina Haas, I. Gewinner

{"title":"Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg","authors":"Andreas Hadjar, Christina Haas, I. Gewinner","doi":"10.1080/21568235.2022.2056494","DOIUrl":"https://doi.org/10.1080/21568235.2022.2056494","url":null,"abstract":"ABSTRACT Based on the classic models developed by Spady and Tinto on the link between social and academic integration and dropout, we propose a refined model to explain dropout intentions – relating to dropout from higher education (HE) and dropout from a specific study programme – that more strongly emphasises individual background characteristics (e.g. gender, social origin, and immigration background). Additionally, we consider students’ satisfaction with the institutional support structures. Using Eurostudent survey data, this conceptual model was tested using structural equation modelling in the international and diverse HE context of Luxembourg. While the fitted model confirmed most of the expected associations of the conventional Spady–Tinto approach, initial study commitment was not linked to social integration (contacts with fellow students). We were able to identify satisfaction with institutional support as a key factor in explaining dropout intention, thus contributing to existing knowledge. In addition, we found that the link between socioeconomic factors and dropout intention from a study programme is not entirely mediated by the Spady–Tinto factors of commitment and integration.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75733809","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: 6