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Innovative Higher Education最新文献

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Black Religious Engagement and Post-College Educational Pathways: The Role of Demographic Variables 黑人宗教参与和大学毕业后的教育途径：人口变量的作用
IF 2.2
Innovative Higher Education Pub Date : 2024-02-02 DOI: 10.1007/s10755-024-09698-5
Emy Nelson Decker, Benjamin Lugu
{"title":"Black Religious Engagement and Post-College Educational Pathways: The Role of Demographic Variables","authors":"Emy Nelson Decker, Benjamin Lugu","doi":"10.1007/s10755-024-09698-5","DOIUrl":"https://doi.org/10.1007/s10755-024-09698-5","url":null,"abstract":"<p>This article employs quantitative critical race theory (QuantCrit), set against a historical context backdrop, to understand key aspects of Black religious engagement and post-college educational pathways. The variables selected for this study illuminate post-graduation outcomes for Black students valued by the Freedmen’s Bureau and other similarly focused organizations that coalesced immediately before, during, and shortly after the American Civil War. Data from the 1979-80 National Survey of Black Americans (NSBA) provides the content for an analysis herein of Black Americans engaging in the church following college graduation and their pursuit of advanced degrees. This survey conducted roughly 100 years following the Civil War, has remained influential to policymakers to the present day and allows an opportunity to reflect on today’s views on Black education at this sesquicentennial juncture. So doing provides for a reconceptualization of Black post-college success as originally imagined by organizations dedicated to social and educational initiatives for freedmen and remains independent of the metrics that often obscure the landscape and perception of Black post-college success.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"31 1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679963","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
Enhancing English Language Proficiency and Well-being in EAL International PhD Students: The Impact of Personalised Autonomous Learning 提高 EAL 国际博士生的英语语言能力和幸福感：个性化自主学习的影响
IF 2.2
Innovative Higher Education Pub Date : 2024-01-18 DOI: 10.1007/s10755-023-09695-0
Mira Kim, Jemma Clifton, Anneli Strutt
{"title":"Enhancing English Language Proficiency and Well-being in EAL International PhD Students: The Impact of Personalised Autonomous Learning","authors":"Mira Kim, Jemma Clifton, Anneli Strutt","doi":"10.1007/s10755-023-09695-0","DOIUrl":"https://doi.org/10.1007/s10755-023-09695-0","url":null,"abstract":"<p>Research has shown that English language proficiency (ELP) plays a crucial role in the psychological well-being of international students (e.g. Li et al., <i>Journal of International Students, 4</i>(4), 301-313, 2014). However, few studies have reported positive correlations between their improved English skills and well-being. The present study examines how a new pedagogy called personalised autonomous (PA) model can induce a virtuous cycle in international PhD students to enhance their English language proficiency and consequently, their well-being. We collected both quantitative and qualitative data from two groups of students: those who experienced the PA model in a course entitled Personalised English Language Enhancement (PELE) and those who did not. We conducted surveys at the beginning and end of the term to compare entry and exit data. Comparison of the entry and exit survey data for PELE students showed significant improvements across almost all dependent variables including self-efficacy, well-being and a sense of belonging to the university community. In contrast, the non-PELE students did not significantly improve in any variable. In focus groups, students indicated how their improved communicative confidence sparked a virtuous cycle leading to greater well-being and a stronger sense of community. Our data strongly suggests that ELP extends beyond mere linguistic ability; it embodies a dynamic interplay between one’s language skills and their self-confidence. Diminished confidence may trigger a vicious cycle of fear of communication, unwillingness to engage, unproductive research, and estranged relationships with supervisors. Therefore, it is imperative for educators and policymakers to critically review and enhance their approaches to supporting the ELP of international PhD students.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"9 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139497780","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
Systematic Review of Theoretical Perspectives Guiding the Study of Race and Racism in Higher Education Journals 对指导高等教育期刊中种族和种族主义研究的理论视角的系统回顾
IF 2.2
Innovative Higher Education Pub Date : 2024-01-06 DOI: 10.1007/s10755-023-09694-1
Gloria Crisp, Luis Alcázar, Jeff Ryan Sherman, Joseph Schaffer-Enomoto, Natalie Rooney
{"title":"Systematic Review of Theoretical Perspectives Guiding the Study of Race and Racism in Higher Education Journals","authors":"Gloria Crisp, Luis Alcázar, Jeff Ryan Sherman, Joseph Schaffer-Enomoto, Natalie Rooney","doi":"10.1007/s10755-023-09694-1","DOIUrl":"https://doi.org/10.1007/s10755-023-09694-1","url":null,"abstract":"<p>Our study provides a review of theories that were used to study race and racism between 2010 and 2019 in higher education. We conducted a content analysis to identify concepts, statements and models used in higher education studies focused on race and racism in the three most highly read United States higher education journals. We also identified salient characteristics of studies focused on race and racism that applied critical race theory (CRT) and other frequently used theories and frameworks. Across the 172 reviewed studies, over 130 concepts, statements and models were identified that can be taken up by scholars and equity-minded higher education practitioners. Findings also offer direct implications and suggestions for future research focused on race and racism.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"20 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374608","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
Evaluation of STEM Program on Student Intercultural Development: Do Intercultural Interventions Work? STEM 计划对学生跨文化发展的评估：跨文化干预有用吗？
IF 2.2
Innovative Higher Education Pub Date : 2024-01-05 DOI: 10.1007/s10755-023-09691-4
Aparajita Jaiswal, Lan Jin, Kris Acheson
{"title":"Evaluation of STEM Program on Student Intercultural Development: Do Intercultural Interventions Work?","authors":"Aparajita Jaiswal, Lan Jin, Kris Acheson","doi":"10.1007/s10755-023-09691-4","DOIUrl":"https://doi.org/10.1007/s10755-023-09691-4","url":null,"abstract":"<p>Developing an interculturally competent STEM workforce is the need of time. Research has demonstrated that STEM students find it challenging to work with individuals from diverse backgrounds. This study used Intercultural Development Inventory (IDI) instrument to understand the intercultural learning gains of technology students by administrating the survey in the program’s first year and final year. The data were analyzed using multivariate statistics to assess the intercultural learning gains of the students. The study results indicate that students demonstrated a statistically significant increase in intercultural competence as they progressed from their first year to their final year of college. The study also indicated that having an intercultural mindset and participating in intercultural activities such as study abroad programs or intercultural mentoring can help students internalize intercultural competence and make meaningful gains on the intercultural development continuum. The study also provides recommendations to help students develop interculturally.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"3 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374606","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
Determinants of the Innovation Behaviour of Teachers in Higher Education 高校教师创新行为的决定因素
IF 2.2
Innovative Higher Education Pub Date : 2024-01-04 DOI: 10.1007/s10755-023-09689-y
{"title":"Determinants of the Innovation Behaviour of Teachers in Higher Education","authors":"","doi":"10.1007/s10755-023-09689-y","DOIUrl":"https://doi.org/10.1007/s10755-023-09689-y","url":null,"abstract":"<h3>Abstract</h3> <p>The study examined what factors determine the use of educational innovations by teachers in higher education. Three sort of factors were compared: teachers’ motivation for the enhancement of education, their contact with or exposure to dissemination of educational innovations and institutional factors, that is, support provided by higher education institutions. Further, teachers were classified regarding their use of educational innovations. The study used survey data collected among academic staff at public Norwegian higher education institutions. Results of the multinominal logistic regression models showed that intrinsic motivation was an important factor for teachers' innovation behaviour in this context. Dissemination and institutional factors exerted little or no significant impact. The assumptions currently underlying research on educational innovations and the design of national and institutional support programmes are discussed against the background of these results.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"52 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374610","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
Correction: LGBTQ+ Inclusion: A Pilot Interdisciplinary Professional Development Program for Faculty, Clinicians, and Administrators in Higher Education 更正：LGBTQ+ 融合：针对高等教育中的教师、临床医生和管理人员的跨学科职业发展试点计划
IF 2.2
Innovative Higher Education Pub Date : 2024-01-03 DOI: 10.1007/s10755-023-09693-2
Audrey L. Zapletal, Karla A. Bell, Adair Sanchez, Janine Tobia, Melanie Hunnicutt
{"title":"Correction: LGBTQ+ Inclusion: A Pilot Interdisciplinary Professional Development Program for Faculty, Clinicians, and Administrators in Higher Education","authors":"Audrey L. Zapletal, Karla A. Bell, Adair Sanchez, Janine Tobia, Melanie Hunnicutt","doi":"10.1007/s10755-023-09693-2","DOIUrl":"https://doi.org/10.1007/s10755-023-09693-2","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"137 31","pages":"1-2"},"PeriodicalIF":2.2,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387517","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
Illuminating the Opportunities and Challenges of Institutionalizing Queer and Trans* Student Inclusion Efforts at Historically Black Colleges and Universities 揭示历史悠久的黑人高校将同性恋和变性学生纳入学校工作的机遇和挑战
IF 2.2
Innovative Higher Education Pub Date : 2023-12-26 DOI: 10.1007/s10755-023-09688-z
Jarrel T. Johnson, Adrien M. Barrios, Taylor R. Johnson
{"title":"Illuminating the Opportunities and Challenges of Institutionalizing Queer and Trans* Student Inclusion Efforts at Historically Black Colleges and Universities","authors":"Jarrel T. Johnson, Adrien M. Barrios, Taylor R. Johnson","doi":"10.1007/s10755-023-09688-z","DOIUrl":"https://doi.org/10.1007/s10755-023-09688-z","url":null,"abstract":"<p>Using a qualitative multiple case study research design, the authors investigated the leadership and collaboration strategies of HBCU administrators seeking to drive queer and trans* student inclusion initiatives on their campuses. Further, organizational challenges were examined to make sense of infrastructure elements that needed to be added to these efforts. Analyzed employing the transformational change process (Kezar &amp; Eckel, 2002), three themes were developed: (1) leadership matters, (2) institutional and external collaboration, and (3) institutionalizing on unstable grounds. Implications for future research, theory, practice, and policy are shared at the conclusion of this manuscript.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"9 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139052155","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
How do we Address Faculty Burnout? Start by Exploring Faculty Motivation 如何解决教师职业倦怠问题?从探索教师动机开始
IF 2.2
Innovative Higher Education Pub Date : 2023-12-01 DOI: 10.1007/s10755-023-09685-2
Jessica Dewey, Michelle C. Pautz, Martha K. Diede
{"title":"How do we Address Faculty Burnout? Start by Exploring Faculty Motivation","authors":"Jessica Dewey, Michelle C. Pautz, Martha K. Diede","doi":"10.1007/s10755-023-09685-2","DOIUrl":"https://doi.org/10.1007/s10755-023-09685-2","url":null,"abstract":"<p>The discourse around the discontent of faculty, staff, and students has been growing since the beginning of the COVID-19 pandemic. While much of the conversation about how to address the issues facing higher education is well-intentioned, efforts to help faculty do not go deep enough to the core of their identity. In this work, we describe a survey we designed and implemented that explores faculty motivation and perceptions of the faculty job. What we have learned through this limited sample is that intellectual engagement and a passion for education motivate faculty rather than some of the more conventional dimensions of motivation such as money or benefits. Faculty find teaching to be enjoyable, interesting, and important–arguably the best part of their job–and they have positive views of their students. These findings suggest that faculty developers might rethink their approach to working with faculty and do so in a way that aligns with the faculty motivations revealed in this research.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"46 7","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512798","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 Broader Audience to Affect Change?”: How Education Faculty Conceptualize “Audience” When Producing Public Scholarship “更广泛的受众来影响变革?”:教育教师在公共学术研究中如何概念化“受众”
IF 2.2
Innovative Higher Education Pub Date : 2023-11-30 DOI: 10.1007/s10755-023-09687-0
Z. W. Taylor, M. Yvonne Taylor, Joshua Childs
{"title":"“A Broader Audience to Affect Change?”: How Education Faculty Conceptualize “Audience” When Producing Public Scholarship","authors":"Z. W. Taylor, M. Yvonne Taylor, Joshua Childs","doi":"10.1007/s10755-023-09687-0","DOIUrl":"https://doi.org/10.1007/s10755-023-09687-0","url":null,"abstract":"<p>Many faculty perform work as public intellectuals, producing essays, op-eds, interviews, and other forms of media to amplify their academic work. However, educational research has not examined how faculty conceptualize non-academic audiences, influencing who faculty address in their public scholarship and what they work on as public intellectuals. This study engaged with 14 education faculty members to explore how these individuals conceptualized the audiences for their public scholarship. Findings suggest faculty often conceptualize audiences of public scholarship as larger, non-academic audiences, speaking to the constraints of academic audiences. However, faculty often described their audiences as being educated, being educators, and being passionate about education—identities that they held—possibly perpetuating a public echo chamber between education faculty and educators in the public sphere. Implications for faculty development and public scholarship are addressed.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"42 10","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512795","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
Students’ Acceptance of ChatGPT in Higher Education: An Extended Unified Theory of Acceptance and Use of Technology 高等教育中学生对ChatGPT的接受:技术接受与使用统一理论的扩展
IF 2.2
Innovative Higher Education Pub Date : 2023-11-30 DOI: 10.1007/s10755-023-09686-1
Artur Strzelecki
{"title":"Students’ Acceptance of ChatGPT in Higher Education: An Extended Unified Theory of Acceptance and Use of Technology","authors":"Artur Strzelecki","doi":"10.1007/s10755-023-09686-1","DOIUrl":"https://doi.org/10.1007/s10755-023-09686-1","url":null,"abstract":"<p>AI-powered chat technology is an emerging topic worldwide, particularly in areas such as education, research, writing, publishing, and authorship. This study aims to explore the factors driving students' acceptance of ChatGPT in higher education. The study employs the unified theory of acceptance and use of technology (UTAUT2) theoretical model, with an extension of Personal innovativeness, to verify the Behavioral intention and Use behavior of ChatGPT by students. The study uses data from a sample of 503 Polish state university students. The PLS-SEM method is utilized to test the model. Results indicate that Habit has the most significant impact (0.339) on Behavioral intention, followed by Performance expectancy (0.260), and Hedonic motivation (0.187). Behavioral intention has the most significant effect (0.424) on Use behavior, followed by Habit (0.255) and Facilitating conditions (0.188). The model explains 72.8% of the Behavioral intention and 54.7% of the Use behavior variance. While the study is limited by the sample size and selection, it is expected to be a starting point for more research on ChatGPT-like technology in university education, given that this is a recently introduced technology.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"88 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542306","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
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