Innovative Higher Education最新文献

Investigating Belonging as a Mediator between Culturally Engaging Campus Environments and Satisfaction 调查归属感在文化参与型校园环境与满意度之间的中介作用

IF 2.2

Innovative Higher Education Pub Date : 2024-09-07 DOI: 10.1007/s10755-024-09739-z

Seijoon Park, Michael Steven Williams, Marjorie L. Dorimé-Williams, Amanda M. Carr, Scott Hovey, Jae-Kur Lockhart, Caleb Austin Sewell, N’ya Fritz, Christopher D. Slaten

{"title":"Investigating Belonging as a Mediator between Culturally Engaging Campus Environments and Satisfaction","authors":"Seijoon Park, Michael Steven Williams, Marjorie L. Dorimé-Williams, Amanda M. Carr, Scott Hovey, Jae-Kur Lockhart, Caleb Austin Sewell, N’ya Fritz, Christopher D. Slaten","doi":"10.1007/s10755-024-09739-z","DOIUrl":"https://doi.org/10.1007/s10755-024-09739-z","url":null,"abstract":"Reducing student attrition and drop-out rates is of paramount concern for higher education scholars, policymakers, and practitioners in evaluating institutional effectiveness. There is some evidence that students’ satisfaction can be critical to the success of any postsecondary educational institution, but little is known about how campus environments shape students’ satisfaction. Using structural equation modeling techniques, the authors use multi-institutional survey data to examine the relationship between Culturally Engaging Campus Environments (CECE), sense of belonging, and satisfaction. Specifically, we explore the direct effects of CECE indicators on satisfaction and the mediating role of sense of belonging. Our results showed that a direct effect of CECE indicators is positively associated with satisfaction. Results also indicated that an indirect effect of CECE indicators contributes to a significant increase in satisfaction through sense of belonging. Implications for research and practice are discussed.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"2 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214794","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

Improving Implementation of a Large-Scale Curriculum Redesign: An Innovative Approach to Balancing Fidelity and Agency 改进大规模课程重新设计的实施：平衡 "忠实 "与 "代理 "的创新方法

IF 2.2

Innovative Higher Education Pub Date : 2024-09-06 DOI: 10.1007/s10755-024-09736-2

Derek Thurber, Amy Markos, Lydia Ross, Quincy Conley, Jill Wendt

{"title":"Improving Implementation of a Large-Scale Curriculum Redesign: An Innovative Approach to Balancing Fidelity and Agency","authors":"Derek Thurber, Amy Markos, Lydia Ross, Quincy Conley, Jill Wendt","doi":"10.1007/s10755-024-09736-2","DOIUrl":"https://doi.org/10.1007/s10755-024-09736-2","url":null,"abstract":"This study aimed to improve the implementation of a redesign of teacher preparation programs at a large public university in the United States. This complex redesign impacted over 150 courses across 27 programs, involving over 200 faculty and 2,500 students annually. Implementing the redesign posed significant challenges for supporting fidelity and agency across all faculty involved, including many part-time faculty and new hires. We aimed to improve implementation by improving the faculty’s knowledge, confidence, and perceived usefulness of implementation fidelity practices. To do so, we developed two interventions: a series of individualized course fact sheets and an online orientation module. To study the effects of these interventions, we used a convergent mixed methods approach. Results showed that those faculty who used the new course fact sheets had significant increases in their knowledge and confidence of implementation fidelity practices and significant increases in their sense of teaching agency. The results also showed more positive outcomes for those using the fact sheets than those who participated in an orientation module. This study has important implications for faculty and administrators in higher education, demonstrating the potential of course fact sheets as an innovative, scalable solution to improve the implementation of large-scale redesigns.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"4 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214795","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

Postdoctoral Scholars’ Emancipatory Strategies to Socialization through Agency 博士后学者通过代理实现社会化的解放战略

IF 2.2

Innovative Higher Education Pub Date : 2024-09-05 DOI: 10.1007/s10755-024-09738-0

Elizabeth A. Jach, Chelsea O’Brien

引用次数: 0

Are Scientists Changing their Research Productivity Classes When They Move Up the Academic Ladder? 科学家在学术阶梯上更上一层楼时，是否会改变他们的研究生产力等级？

IF 2.2

Innovative Higher Education Pub Date : 2024-08-28 DOI: 10.1007/s10755-024-09735-3

Marek Kwiek, Wojciech Roszka

{"title":"Are Scientists Changing their Research Productivity Classes When They Move Up the Academic Ladder?","authors":"Marek Kwiek, Wojciech Roszka","doi":"10.1007/s10755-024-09735-3","DOIUrl":"https://doi.org/10.1007/s10755-024-09735-3","url":null,"abstract":"We approach productivity in science in a longitudinal fashion: We track scientists’ careers over time, up to 40 years. We first allocate scientists to decile-based publishing productivity classes, from the bottom 10% to the top 10%. Then, we seek patterns of mobility between the classes in two career stages: assistant professorship and associate professorship. Our findings confirm that radically changing publishing productivity levels (upward or downward) almost never happens. Scientists with a very weak past track record in publications emerge as having marginal chances of becoming scientists with a very strong future track record across all science, technology, engineering, mathematics, and medicine (STEMM) fields. Hence, our research shows a long-term character of careers in science, with one’s publishing productivity during the apprenticeship period of assistant professorship heavily influencing productivity during the more independent period of associate professorship. We use individual-level microdata on academic careers (from a national registry of scientists) and individual-level metadata on publications (from the Scopus raw dataset). Polish associate professors tend to be stuck in their productivity classes for years: High performers tend to remain high performers, and low performers tend to remain low performers over their careers. Logistic regression analysis powerfully supports our two-dimensional results. We examine all internationally visible Polish associate professors in five fields of science in STEMM fields (N = 4,165 with Nart = 71,841 articles).","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"6 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214807","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 Inclusivity in Flexible Learning Spaces: Expectations, Comfort, and Distractions 研究灵活学习空间的包容性：期望、舒适和分心

IF 2.2

Innovative Higher Education Pub Date : 2024-08-26 DOI: 10.1007/s10755-024-09730-8

Sarah T. Zipf, Leqi Li, Gala Campos Oaxaca, Crystal M. Ramsay

{"title":"Examining Inclusivity in Flexible Learning Spaces: Expectations, Comfort, and Distractions","authors":"Sarah T. Zipf, Leqi Li, Gala Campos Oaxaca, Crystal M. Ramsay","doi":"10.1007/s10755-024-09730-8","DOIUrl":"https://doi.org/10.1007/s10755-024-09730-8","url":null,"abstract":"Historically, classrooms have utilized stationary furniture, facing front toward a centralized instructor position, and limiting student-to-student interactions. Such classrooms often stem from design processes that tend to focus on building codes and feedback from investors, architects, and planners, which leaves little input from instructors and students until the end (Britnell, et al., 2009). With little to no input from primary users, classrooms can become less inclusive or inaccessible in a variety of ways, especially for students with disabilities. One way to address this problem is to design flexible learning classrooms so that instructors and students can customize the room. Seemingly more inclusive, we wanted to understand how the physical elements of a flexible classroom create opportunities and barriers for students with disabilities. This mixed-methods study includes data from an online survey, interviews, and digital drawings. We utilized a purposeful sample of students with documented disabilities (n = 16) and used the eight universal design goals as our main coding schema. Results show students carry expectations and predictions about their classrooms based on the layout or arrangement; students’ social comfort can override physical comfort, even while expressing medical needs; students might misunderstand certain elements of flexible classrooms; and students can identify ways they were distracted by the room. Institutions and instructors interested in creating more inclusive spaces need to be intentional with flexible learning classrooms so that students can understand and utilize the affordances of these spaces.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"120 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214799","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

Leading with Trust: How University Leaders can Foster Innovation with Educational Technology through Organizational Trust 以信任为引领：大学领导者如何通过组织信任促进教育技术创新

IF 2.2

Innovative Higher Education Pub Date : 2024-08-26 DOI: 10.1007/s10755-024-09733-5

Melissa Laufer, Bronwen Deacon, Maricia Aline Mende, Len Ole Schäfer

{"title":"Leading with Trust: How University Leaders can Foster Innovation with Educational Technology through Organizational Trust","authors":"Melissa Laufer, Bronwen Deacon, Maricia Aline Mende, Len Ole Schäfer","doi":"10.1007/s10755-024-09733-5","DOIUrl":"https://doi.org/10.1007/s10755-024-09733-5","url":null,"abstract":"University leaders play crucial roles in steering and fostering change within higher education institutions (HEIs). Drawing upon the complexity leadership theory (CLT) and organizational trust, we investigate how university leaders trusting staff with responsibilities tied to digital change contributed to an institutional culture of innovation. Through 68 interviews with staff members working in 8 European study programs, we found that leaders exhibited trust by creating flat hierarchies, sharing decision-making, and ensuring a safe space for experimentation with educational technologies (EdTech). This led to staff being intrinsically motivated to engage with technology and innovate with new formats. We also found that university leaders sometimes used ‘trust’ to justify allocating the responsibilities of digital change to the shoulders of staff without providing support such as infrastructure, funding, and guidance. This contributed to demotivation and stifled innovation. This study highlights the importance of university leaders trusting and empowering their staff members' creative processes with technology and supporting innovation within higher education.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"18 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214797","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

A Mixed Methods, Critical, Participatory Approach for Studying Rural Black Youth’s Postsecondary Education Access and Opportunity 研究农村黑人青年中学后教育机会的混合方法、批判性和参与式方法

IF 2.2

Innovative Higher Education Pub Date : 2024-08-23 DOI: 10.1007/s10755-024-09731-7

Darris R. Means, Collette Chapman-Hilliard, Donnie Lindsey, Ciara H. Page, Briana Hayes, Destiny Mann

引用次数: 0

Research in Transnational Higher Education: Mixed Methods, Mixed Locations, and Mixed Assumptions 跨国高等教育研究：混合方法、混合地点和混合假设

IF 2.2

Innovative Higher Education Pub Date : 2024-08-20 DOI: 10.1007/s10755-024-09726-4

Jessica Schueller, Filiz Keser Aschenberger, Jason Lane

{"title":"Research in Transnational Higher Education: Mixed Methods, Mixed Locations, and Mixed Assumptions","authors":"Jessica Schueller, Filiz Keser Aschenberger, Jason Lane","doi":"10.1007/s10755-024-09726-4","DOIUrl":"https://doi.org/10.1007/s10755-024-09726-4","url":null,"abstract":"Transnational education (TNE) occurs when higher education institutions traverse borders to provide educational experiences outside their home countries. Such mobility creates several research challenges, as such institutions exist between worlds. They must balance home and host country legal requirements, navigate home and branch administrative norms, adjust to differing cultural and learning expectations, and even serve different student populations. To understand this complexity, researchers must employ mixed-method approaches, which are currently limited in higher education studies. In this paper, we explore TNE as a unique setting for conducting research. We outline our design choices and the challenges we faced in conducting research on TNE institutions. For the paper’s central focus, we unpack a cross-cultural case study, which employs multi- and mixed-methods research, to assess the role of labor market outcomes at critical junctures of the student lifecycle at a binational university. By incorporating perspectives from the institution, alumni, and current and prospective students, we present a holistic view of perceived and actual graduate outcomes. This case vividly illustrates the limitations of mono-method studies. Furthermore, it demonstrates how mixed-method studies are useful for generating more meaningful outcomes in TNE research.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"78 3 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214801","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

The Race to Sustainability: Decoding Green University Rankings Through a Comparative Analysis (2018–2022) 可持续发展的竞赛：通过比较分析解码绿色大学排名（2018-2022年）

IF 2.2

Innovative Higher Education Pub Date : 2024-08-20 DOI: 10.1007/s10755-024-09734-4

Seda Abacıoğlu, Büşra Ayan, Dragan Pamucar

{"title":"The Race to Sustainability: Decoding Green University Rankings Through a Comparative Analysis (2018–2022)","authors":"Seda Abacıoğlu, Büşra Ayan, Dragan Pamucar","doi":"10.1007/s10755-024-09734-4","DOIUrl":"https://doi.org/10.1007/s10755-024-09734-4","url":null,"abstract":"This study investigates the evolving landscape of green universities by analyzing and comparing rankings from 2018 to 2022. It expands beyond the single score offered by the UI GreenMetric, employing Multi-Criteria Decision-Making (MCDM) techniques to evaluate universities from diverse perspectives. Focusing on the top 50 universities from 2022, the study assesses their performance across six key criteria: setting and infrastructure, energy and climate change, waste, water, transportation, and education and research. Various MCDM methods (LOPCOW MEREC, CoCoSo, CRADIS, EDAS, MABAC, MAIRCA, and MARCOS) are implemented, revealing how they prioritize different aspects of sustainability. Furthermore, the study examines the correlation between rankings and employs the COPELAND aggregation approach to derive a unified ranking. This investigation not only contrasts MCDM outcomes with the UI GreenMetric’s total score-based rankings but also illuminates the relative significance of each criterion and its variation across weighting techniques. Additionally, the study delves into the temporal dynamics of university rankings, offering insights into institutional performance across different years. ","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"59 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214802","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

Doctoral Community College Leadership Program Priorities, Curriculum, and Evolution: Director and Alumni Perspectives 社区学院领导力博士课程的优先事项、课程设置和演变：主任和校友的观点

IF 2.2

Innovative Higher Education Pub Date : 2024-08-17 DOI: 10.1007/s10755-024-09727-3

Jonathan T. Pryor, Brett Ranon Nachman

{"title":"Doctoral Community College Leadership Program Priorities, Curriculum, and Evolution: Director and Alumni Perspectives","authors":"Jonathan T. Pryor, Brett Ranon Nachman","doi":"10.1007/s10755-024-09727-3","DOIUrl":"https://doi.org/10.1007/s10755-024-09727-3","url":null,"abstract":"As community colleges continue to face challenges in serving an ever-changing student population and a wave of presidential retirements, the next generation of senior community college leaders is surfacing. To prepare these top-level administrators, doctoral-level community college leadership (CCL) programs often serve as a viable mechanism for supporting leaders in their professional practice. Nonetheless, minimal knowledge exists about what benefits and skills alumni - current community college leaders - gain from doctoral CCL programs and how such programs and their directors build and evolve programming to meet their students’ needs. This qualitative case study employs the theory of planning practice to account for how directors shape CCL programming, ultimately uncovering how doctoral CCL programs’ processes contribute to programmatic priorities, curriculum, and evolution. Through interviews with seven doctoral CCL program directors and 16 alumni, our findings show the value of thoughtful program design, intentional curriculum, and evolution of programming to support students. Study implications call for further exploration across many directions, such as the role of an increasing shift to online programming and how alumni play crucial roles in recruiting and mentoring incoming doctoral students to CCL programs.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"42 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214804","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