Innovative Higher Education最新文献_第2页

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

From Individual Change Agents to ‘Revolutionary’ Teams: The Search and Selection Process of Team Formation within a Community of Practice 从个人变革者到 "革命性 "团队：实践社区中团队组建的搜寻和选择过程

IF 2.2

Innovative Higher Education Pub Date : 2024-08-17 DOI: 10.1007/s10755-024-09729-1

Cara Margherio, Anna L. Swan, Selen Güler

{"title":"From Individual Change Agents to ‘Revolutionary’ Teams: The Search and Selection Process of Team Formation within a Community of Practice","authors":"Cara Margherio, Anna L. Swan, Selen Güler","doi":"10.1007/s10755-024-09729-1","DOIUrl":"https://doi.org/10.1007/s10755-024-09729-1","url":null,"abstract":"While the role of teams in leading transformations within academia is increasingly recognized, few studies have analyzed how teams form. Understanding the processes of interdisciplinary team formation within higher education will allow leaders to intentionally bring together individuals and form teams with higher likelihoods of success. In this study, we examine the early stages of change team formation within higher education, specifically looking at the two interconnected processes of search and selection, and we explore how a community of practice influences these processes through situated learning. Our longitudinal qualitative analysis demonstrates how teams form and transform over time, from the initial search process for team members to the factors that informed the initial and ongoing selection of team members. We find that a community of practice influenced these processes by shaping how teams understood their instrumental needs and how members understood their role within interdisciplinary teams. Finally, we examine a correlation between leadership structure and team member turnover, finding that a centralized leadership structure that lacks a vision for change shared among team members may drive turnover. The results provide insights into the dynamic nature of change team formation within academia.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"5 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214803","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

Using Critical Race Mixed Methodology to Explore African American College Students’ Experiences with Racial Microaggressions 使用批判种族混合方法探讨非裔美国大学生遭受种族微词的经历

IF 2.2

Innovative Higher Education Pub Date : 2024-08-14 DOI: 10.1007/s10755-024-09732-6

Jessica T. DeCuir-Gunby, Whitney N. McCoy, Stephen M. Gibson, Saba L. Modaressi, Andrea J. Macias

{"title":"Using Critical Race Mixed Methodology to Explore African American College Students’ Experiences with Racial Microaggressions","authors":"Jessica T. DeCuir-Gunby, Whitney N. McCoy, Stephen M. Gibson, Saba L. Modaressi, Andrea J. Macias","doi":"10.1007/s10755-024-09732-6","DOIUrl":"https://doi.org/10.1007/s10755-024-09732-6","url":null,"abstract":"There is a dearth of social justice or critical mixed methods research approaches, particularly in higher education. Critical Race Mixed Methodology (CRMM) is a type of critical mixed methods research that combines Critical Race Theory (CRT) and mixed methods research (DeCuir-Gunby in Educational Psychologist 55, 244-255, 2020). However, there are limited examples of CRMM within higher education research (Johnson & Strayhorn in Journal of Diversity in Higher Education 16, 539-553, 2023). Our study further operationalizes CRMM through the explication of an explanatory sequential mixed methods exploration of African American college students’ experiences with racial microaggressions, where the qualitative findings are used to expand upon the quantitative findings (Creswell & Plano Clark, 2017). The study uses Critical Race Theory (Bell, 1992; Ladson-Billings & Tate in Teachers College Record 97, 47-68, 1995; Solórzano & Huber, 2020) to focus on how African American college students’ experiencing of racial microaggressions influences their racial identity and feelings of belonging in historically white institutions (HWIs). The quantitative findings (n = 97) indicated that private regard (racial identity) protected students’ sense of belonging when experiencing racial microaggressions. The qualitative findings (n = 15) explored students’ stories regarding their experiences with racial microaggressions, focusing on their feelings of belonging. Through our discussion, we advance the use of mixed methods in higher education research to better understand the racialized experiences of African American college students and demonstrate how CRMM can be used to integrate quantitative and qualitative findings.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"97 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214806","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 a Critical Race Theory-Informed Undergraduate Research Experience: Proposing a Conceptual Model of the Benefits of Anti-Racist Programs on Student Development 检验批判种族理论指导下的本科生研究经历：提出反种族主义计划对学生发展益处的概念模型

IF 2.2

Innovative Higher Education Pub Date : 2024-07-30 DOI: 10.1007/s10755-024-09728-2

Frank Fernandez, Sarah Mason, Gabriela Chavira, Patchareeya Kwan, Carrie Saetermoe, Shannon Sharp

{"title":"Examining a Critical Race Theory-Informed Undergraduate Research Experience: Proposing a Conceptual Model of the Benefits of Anti-Racist Programs on Student Development","authors":"Frank Fernandez, Sarah Mason, Gabriela Chavira, Patchareeya Kwan, Carrie Saetermoe, Shannon Sharp","doi":"10.1007/s10755-024-09728-2","DOIUrl":"https://doi.org/10.1007/s10755-024-09728-2","url":null,"abstract":"Hate crimes and racist incidents are occurring with alarming and increasing frequency on college and university campuses. As colleges work to reduce racist incidents on campus, there is still a need to prepare students to respond to racism when it occurs. When students are prepared to respond to racist incidents, they tend to have better mental health. We draw on prior literature to examine whether learning about critical race theory (CRT) and receiving CRT-informed mentoring—as embedded in an undergraduate research experience program—related to four-year college students’ self-assessed ability to respond to racism. Specifically, we propose and test a conceptual model to examine the benefits of participating in an undergraduate research experience program that required students to learn about CRT and receiving CRT-informed mentorship. Consistent with prior literature on undergraduate research experience programs, we found that the intervention positively related to students’ sense of self-efficacy and science identity, but it did not have an independent, direct relationship with self-assessed ability to respond to racism. However, the intervention indirectly supports students’ preparedness to respond to racism through its positive relationship with self-efficacy. As state legislatures around the country work to ban CRT, this paper offers empirical evidence that embedding CRT in university programs can support student development in multiple related ways.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"24 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141872446","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

Exploring How Emergent Leaders Strive for Presidential Roles at Hispanic Serving Institutions 探索西语裔服务机构的新兴领导者如何争取总统职位

IF 2.2

Innovative Higher Education Pub Date : 2024-07-13 DOI: 10.1007/s10755-024-09724-6

Marybeth Gasman, Leslie Ekpe, Andrés Castro Samayoa, Alice Ginsberg

{"title":"Exploring How Emergent Leaders Strive for Presidential Roles at Hispanic Serving Institutions","authors":"Marybeth Gasman, Leslie Ekpe, Andrés Castro Samayoa, Alice Ginsberg","doi":"10.1007/s10755-024-09724-6","DOIUrl":"https://doi.org/10.1007/s10755-024-09724-6","url":null,"abstract":"As more colleges and universities are designated as Hispanic Serving Institutions (HSIs), examining the pathways of HSI presidents is critical as their leadership sets an example of what it means to support the success of students from Latinx/Hispanic backgrounds. Given that these students have traditionally been underserved – not just due to race and ethnicity, but also because many are first-generation, low-income, immigrants, and/or English Language Learners (ELLs) – HSI presidents are in a position to change the landscape of equity in higher education. Building upon Greenleaf’s (1971) concept of servant leadership as a guiding framework, this paper examines why Latinx aspiring leaders want to lead an HSI and their experiences as they work to secure leadership at an HSI. Our findings include that aspiring HSI leaders come with an intention to serve and “give back” to their communities; that they require specific and tailored support that addresses the need for representation and respect as a person of color to prepare for the role of the presidency; and that, in the process, they have access to the experiences and mentorship of previous leaders, as they are following the path of others who came before them.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"50 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141609299","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