Journal of Applied Research in Higher Education最新文献

{"title":"Financial literacy and risk-taking behavior: a study of graduates and undergraduates","authors":"Trang Minh Thai Phung","doi":"10.1108/jarhe-07-2023-0273","DOIUrl":"https://doi.org/10.1108/jarhe-07-2023-0273","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examines the relationship between financial literacy and risk-taking behavior in the stock market for both graduates and undergraduates.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study conducted two surveys on two groups: graduates and undergraduates. The questionnaires were sent to the two groups via “Google Form”. The surveys were undertaken from March to October 2021, with final data on 500 undergraduates and 400 graduates. The three techniques used are multiple linear regression (MLR), structural equation model (SEM) and ordinal logit regression (OLR) to examine the causal relationships.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Based on survey data on 400 graduate and 500 undergraduate students, our results show that financial literacy is positively associated with risk-taking behavior (i.e. use of debt and willingness to use debt) after controlling for demographics. Graduates with higher levels of financial literacy are more likely to use debt. Undergraduates with higher levels of financial literacy are more willing to use debt. In addition, parental education has a significant moderating effect on the association between financial literacy and debt use among undergraduate students. The results are robust compared to the alternatives.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Although this study finds a positive association between financial literacy and risk-taking behavior among graduates and undergraduates, and these results are robust to the alternatives, the scope of this study is limited and only focuses on Vietnam. Hence, it needs to be expanded overseas. Next, graduates may make investment decisions based on stock prices or valuations, and as a result, the link between financial literacy and stock valuations should be investigated in subsequent research. Last but not least, further studies should also examine the digital financial literacy level of the younger generation, as it plays an important role in the digital age.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>First, this study finds that higher financial literacy tends to use more debt, implying that financially literate people know how to use debt smartly to earn more profits. Second, students with higher-educated parents are less likely to use debt for stock investment, meaning that parents help students avoid possible risks while in the university. Finally, female graduates and college students all perform lower in financial literacy than their male counterparts. This can create a larger gender gap in financial literacy between women and men, particularly, in a society in which men often play the leading role in the family. As a result, it calls for policymakers, educators and parents to pay more attention to improving financial literacy among girls and women in general.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study has three con","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"32 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140593635","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":"Silent suffering: exploring the far-reaching impact of supervisor ostracism via sociometer theory","authors":"Binesh Sarwar, Muhammad Haris ul Mahasbi, Salman Zulfiqar, Muhammad Arslan Sarwar, Chunhui Huo","doi":"10.1108/jarhe-07-2023-0296","DOIUrl":"https://doi.org/10.1108/jarhe-07-2023-0296","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>A limited number of empirical studies have indicated that individuals who experience workplace ostracism tend to engage in subtle and retaliatory behaviors as a means of seeking inner peace. However, research on organizational behavior and employee psychology in relation to ostracism is still in its nascent stages. Specifically, further investigation is warranted to explore how supervisor ostracism influences task procrastination (TP) through psychological processes such as self-efficacy, self-esteem and motivation. Notably, a significant gap exists in the ostracism literature, as it has yet to thoroughly examine employee behaviors related to knowledge hiding (KH) and TP in the context of individual or team-based work (Zhao <em>et al.</em>, 2016; Brouwer and Jansen, 2019). Therefore, the present study aims to address this gap and expand the research stream within the education sector by introducing “threat to self-esteem” (TSE) as a mediating factor in the outcomes of ostracism.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study employed a quantitative approach, using questionnaires to collect data and mainly focused on statistics and standards. The authors used SPSS and Smart-PLS to employ numerical values developed from questionnaire surveys. Likewise, we employed primary data collection tools, including mixed survey analysis (self-reported and peer-reported). The data were collected from middle-level managers working in three public sector universities. By using a three-wave research design with a two-week interval in each phase, we were able to separate the measurement of the predictor and moderator factor [supervisor ostracism (SO) and individual resilience (IR)], mediator (TSE) and outcome variables (KH and TP).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study has discovered a substantial relationship between variables, and all hypotheses are accepted according to the data results and findings. The study measures the effects of supervisor ostracism on knowledge hiding and task procrastination through mediating effect of threat to self-esteem, which individual resilience moderates. This study adds a few contributions to the current literature, following the goals stated above. First, this attempts to highlight employee KH behavior and TP behavior by identifying SO as the primary predictor.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The organization should closely monitor the level of workplace ostracism. One strategy to accomplish this goal is to routinely gauge the extent of ostracism at work using targeted techniques like surveys and observation. The organization can also create an employee assistance program for the workers to assist them in coping with the mistreatment and better adjusting to the workplace culture. Furthermore, employee empowerment and collaborative decision-making can boost workers' self-esteem, eventually leading to diminishing k","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"95 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140593316","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":"Exploring the sustainability of specialized higher education curricula as exemplified by Jamaica's maritime education and training curriculum","authors":"Evette Smith Johnson, Nanibala Immanuel Paul","doi":"10.1108/jarhe-08-2023-0375","DOIUrl":"https://doi.org/10.1108/jarhe-08-2023-0375","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this qualitative, single-case study was to explore the development of Jamaica’s maritime education and training (MET) curriculum within the local education context. In this research, the story of the development and sustainability of the local MET curriculum in its 40-year journey from 1980 to present (post 2020), as communicated by various maritime stakeholders and archival documents, is chronicled.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study utilized a qualitative orientation and was an embedded single-case study in its design. The entire local MET institution community and those legislatively and operationally allied to its sustained viability constituted the general population of this study. Non-probability sampling techniques were used to arrive at a maximum variation sample. Three sources of data were used in this study: individual interviews, focus group discussions and documents.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The Jamaican (local) MET curriculum was the brainchild of local perspicacity that was empowered by international benevolence. It was developed to satisfy market demands that existed at the time of its inception. These market requirements of the maritime industry are what impacted the development of the local MET curriculum over four decades. Several other factors led to the sustained viability of the local MET curriculum. These included the ability of the local MET curriculum to meet direct market needs and maintain its fitness for purpose.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>It is the view of the researcher that the findings of this study were limited by the fact that the voices of current students and employers from the four decades of the curriculum's existence are not represented in this initial study. The perspectives from these two sources would have broadened the description presented in this study.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This research has shown that specialized higher education (HE) institutions are better served in their business when they maintain a symbiotic relationship with the industry for which they are producing graduates.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>The treatment of HE as a service industry has gained traction globally. This would suggest that ‘product placement' in specialized HE is important to the growth, development and longevity of that course of study within the society in which it exists.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>There is a dearth of national research on Jamaica's four-decades-old MET curriculum and the elements that lend to the sustained viability of same. This discussion of sustainability of the MET curriculum will benefit maritime educators and policymakers, who must continue to hone this curriculum so that it is fit for purpose. The study will also identify some of the elem","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"10 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140593419","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":"The emotional geography of faculty members engaging in virtual teacher professional development (VTPD): evidence from Indonesia","authors":"Kardi Nurhadi, Abd. Rahman, Meita Lesmiaty Khasyar, Suharwanto Suharwanto","doi":"10.1108/jarhe-06-2022-0187","DOIUrl":"https://doi.org/10.1108/jarhe-06-2022-0187","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Drawing from emotional geography framework promoted by Hargreaves (2000), our research sought to depict the emotional geography of two faculty members who engaged in a virtual teacher professional development (VTPD) sessions during the COVID-19 pandemic. This study aimed to focus on capturing participants’ emotional closeness or distance while they were engaging in VTPD.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study employed narrative inquiry by exploring three-dimensional narrative inquiry space: temporality, personal-social interaction and place (Clandinin and Connelly, 2000). Following this step, the participants were interviewed online through Zoom meetings and WhatsApp to capture critical incidents of their emotional experience. All collected data were transcribed, and some data from Bahasa Indonesia were translated into English. Member checking was also done several times to ensure the accuracy of the data as well as to avoid misinterpretation. The data were analysed inductively to generate coding categories using systemic functional linguistics (SFL) language appraisal (Martin and White, 2007) and emotional geography parameter (Hargreaves, 2001b).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings of the study revealed that both participants experienced greater positive feeling than negative ones. The participants experienced positive feelings such as seriousness, happiness, successfulness and satisfaction. They also experienced negative feelings such as insecurity, unhappiness, dissatisfaction and impatience. Such positive and negative feelings create closeness and distance among participants, mentor and workshop organiser. This study indicates that maintaining positive feelings is a passport to succeed in VTPD.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The study has two limitations. First, its findings cannot be overgeneralised since the analysis was restricted to data gathered from a small number of participants. Second, the scope of investigation was limited in virtual situations.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The present study empirically showed that faculty members need to engage in constructing or maintaining positive emotional bond with the mentor and other participants and create conducive situations to understand their own and others’ emotions (Mayer, 2011). Practically, a mentor in VTPD may ask faculty members to voice and share their emotional experience as an evaluation tool to make VTPD programmes more successful. Future participants can benefit from these findings by engaging in emotional understanding and building a conducive situation during VTPD to develop their academic competence, agency and identity.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>While previous research into VTPD in the context of higher education mainly focused on designs, attention to pedagogy of online teac","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"17 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140593318","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":"Transitioning from bachelor’s to master’s studies – examining study burnout, approaches to learning and experiences of the learning environment","authors":"Amanda Sjöblom, Mikko Inkinen, Katariina Salmela-Aro, Anna Parpala","doi":"10.1108/jarhe-07-2023-0275","DOIUrl":"https://doi.org/10.1108/jarhe-07-2023-0275","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Transitions to and within university studies can be associated with heightened distress in students. This study focusses on the less studied transition from a bachelor’s to a master’s degree. During a master’s degree, study requirements and autonomy increase compared to bachelor’s studies. The present study examines how students’ experiences of study-related burnout, their approaches to learning and their experiences of the teaching and learning environment (TLE) change during this transition. Moreover, the study examines how approaches to learning and the TLE can affect study-related burnout.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Questionnaire data were collected from 335 university students across two timepoints (bachelor’s degree graduation and the second term of their master’s degree).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results show that students’ overall experience of study-related burnout increases, as does their unreflective learning, characterised by struggling with a fragmented knowledge base. Interestingly, students’ experiences of the TLE seem to have an effect on study-related burnout in both master’s and bachelor’s degree programmes, irrespective of learning approaches. These effects are also dependent on the degree of context.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study implies that students’ experiences of study-related burnout could be mitigated by developing TLE factors during both bachelor’s and master’s degree programmes. Practical implications are considered for degree programme development, higher education learning environments and student support.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"21 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140593427","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":"Entrepreneurship education on international entrepreneurship intention: the role of entrepreneurship alertness, proactive personality, innovative behaviour and global mindset","authors":"Faisal Iddris","doi":"10.1108/jarhe-09-2023-0424","DOIUrl":"https://doi.org/10.1108/jarhe-09-2023-0424","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study investigated the impact of entrepreneurship education on the international entrepreneurship intention of the university students while considering the mediating roles of entrepreneurship alertness, proactive personality, innovative behaviour and the moderating role of global mindset in this relationship.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research employs a survey methodology, utilising a structured questionnaire for data collection. The study specifically concentrates on students enrolled at Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED) in Ghana, drawing its sample from six academic programmes within the university. Data analysis is conducted using structural equation modeling (SEM).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings of this research revealed that entrepreneurship education exerts a positive influence on the international entrepreneurial intention. Furthermore, entrepreneurship alertness acts as a mediator in the relationship between entrepreneurship education and innovative behaviour. Similarly, a proactive personality serves as a mediating factor between entrepreneurship education and innovative behaviour. Moreover, innovative behaviour operates as a mediator in the relationship between entrepreneurship education and international entrepreneurship intention. Additionally, a global mindset plays a crucial moderating role in the connection between entrepreneurship education and international entrepreneurship intention.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study makes a significant contribution to the field by shedding light on the mediating roles of proactive personality, entrepreneurial alertness, innovative behaviour and global mindset moderating the relationship between entrepreneurship education and international entrepreneurship intention. These insights offer fresh perspectives on the complex dynamics at play in the realm of entrepreneurship education and its impact on students' intentions for the international entrepreneurship.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"44 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140593421","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":"Revisiting university students' intention to accept AI-Powered chatbot with an integration between TAM and SCT: a south Asian perspective","authors":"Md. Rabiul Awal, Md. Enamul Haque","doi":"10.1108/jarhe-11-2023-0514","DOIUrl":"https://doi.org/10.1108/jarhe-11-2023-0514","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to explore students’ intention to use and actual use of the artificial intelligence (AI)-based chatbot such as ChatGPT or Google Bird in the field of higher education in an emerging economic context like Bangladesh.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The present study uses convenience sampling techniques to collect data from the respondents. It applies partial least squares structural equation modeling (PLS-SEM) for analyzing a total of 413 responses to examine the study’s measurement and structural model.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results explore that perceived ease of use (PEOU) negatively affects intention to adopt AI-powered chatbots (IA), whereas university students’ perceived usefulness (PU) influences their IA positively but insignificantly. Furthermore, time-saving feature (TSF), academic self-efficacy (ASE) and electronic word-of-mouth (EWOM) have a positive and direct impact on their IA. The finding also reveals that students' IA positively and significantly affects their actual use of AI-based chatbot (AU). Precisely, out of the five constructs, the TSF has the strongest impact on students’ intentions to use chatbots.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Students who are not aware of the chatbot usage benefits might ignore these AI-powered language models. On the other hand, developers of chatbots may not be conscious of the crucial drawbacks of their product as per the perceptions of their multiple users. However, the findings transmit a clear message about advantages to users and drawbacks to developers. Therefore, the results will enhance the chatbots’ functionality and usage.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The findings of the study alert the teachers, students and policymakers of higher educational institutions to understand the positive outcomes and to accept AI-powered chatbots such as OpenAI’s ChatGPT. Outcomes also notify the AI-product developers to boost the chatbot’s quality in terms of timeliness, user-friendliness, accuracy and trustworthiness.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"36 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140324467","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":"The influence of family social capital toward the entrepreneurial intention among prospective graduates in Tanzanian universities","authors":"Ruth Elias","doi":"10.1108/jarhe-08-2023-0389","DOIUrl":"https://doi.org/10.1108/jarhe-08-2023-0389","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The study examines the influence of family social capital on prospective university graduates' entrepreneurial intentions in Tanzania. The study also looks at the way entrepreneurial education amplifies the primary link between the study variables.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Cross-sectional data were gathered at a specific period from potential graduates in Tanzanian universities using structured questionnaires under the quantitative approach. The links between family social capital, entrepreneurship education and entrepreneurial intention were examined using the PROCESS macro.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Family social capital significantly influences the entrepreneurial intention of prospective Tanzanian university graduates. The entrepreneurial intentions of prospective graduates from Tanzanian universities are positively and significantly impacted by entrepreneurship education. The relationship between family social capital and the entrepreneurial intention of prospective graduates from Tanzanian universities is positively and significantly moderated by entrepreneurship education, and as a result, the positive impact of family social capital is amplified with increased entrepreneurship education.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This study examines the impact of family social capital on the entrepreneurial intention of the prospective graduates from Tanzanian Universities. Other studies may look at the impact of family social capital on entrepreneurial intention when controlled with social capital acquired after university life. This is to check if the entrepreneurial intention has changed in any way.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Universities should stress the importance of offering entrepreneurship education as a way to complement and amplify the influence of family support on encouraging people to intend to pursue entrepreneurial opportunities. This is because the presence of entrepreneurship education increases the positive impact of family social capital on entrepreneurial intention. Furthermore, families should have the culture of having good relationship that brings strong family social capital which are necessary for the intention to pursue entrepreneurship opportunities.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study advances the literature on analysing the entrepreneurial intention of prospective graduates in Tanzanian universities by giving empirical evidence from Tanzania. The report also identifies entrepreneurship education as a crucial programme to enhance the impact of family social capital and entrepreneurial intention on aspiring graduates in Tanzanian universities. Furthermore, the study shows the importance of family social capital on the prospective graduate’s intention to pursue entrepreneurship opportunities.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"10 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140325962","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":"Access and success in higher education: fostering resilience in historically disadvantaged students in South Africa","authors":"Emnet Tadesse Woldegiorgis, Otilia Chiramba","doi":"10.1108/jarhe-05-2023-0217","DOIUrl":"https://doi.org/10.1108/jarhe-05-2023-0217","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"233 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140299805","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":"A collective inquiry into betweenness: emerging scholars of color navigating the socialization process","authors":"Ahreum Lim, Daeun Jung, Eunsun Lee","doi":"10.1108/jarhe-08-2023-0405","DOIUrl":"https://doi.org/10.1108/jarhe-08-2023-0405","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>As emerging scholars of color with transnational backgrounds, we collectively recount our socialization experiences in US higher education institutes. We explore moments of betweenness as catalysts for envisioning a more inclusive academia that operates beyond the tokenism of diversity.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Employing betweener autoethnography (Diversi and Moreira, 2018), we inquire into the sense of impasse encountered by South Korean female emerging scholars in the field of education in becoming an outsider within the academic system.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Chronicling our shifts in perspectives of our positionality, we interweave inquiries motivating us to challenge normative pressures and map our betweener experiences onto the Wiedman and DeAngelo’s (2020) socialization model. Through this process, we wedge open in-between spaces in the socialization process that accommodate the nuanced positionality of transnational scholars.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Integrating postcolonial critiques on the Western-centric meritocratic academia, this piece sheds light on the complexity and fluidity of emerging transnational scholars’ socialization processes. The thick, nuanced description deepens the understanding of the complexity of their identity negotiation within the dominant logics of academia. Our inquiries interwoven through betweener autoethnography serve as guidance for mentoring international graduate students and transnational scholars.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"258 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140297500","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}