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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
LGBTQ+ Inclusion: A Pilot Interdisciplinary Professional Development Program for Faculty, Clinicians, and Administrators in Higher Education LGBTQ+包容:高等教育教师、临床医生和管理人员跨学科专业发展试点项目
IF 2.2
Innovative Higher Education Pub Date : 2023-11-30 DOI: 10.1007/s10755-023-09683-4
Audrey L. Zapletal, Karla A. Bell, Adair Sanchez, Janine Tobia, Melanie Hunnicutt
{"title":"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/s10755-023-09683-4","DOIUrl":"https://doi.org/10.1007/s10755-023-09683-4","url":null,"abstract":"<p>LGBTQ+ communities experience significant healthcare and academic success disparities due to barriers in care, negative attitudes towards them, and lack of awareness among healthcare providers and educators. Addressing the unique health and wellbeing concerns of LGBTQ+ individuals in the classroom and clinic requires cultural competency among educators and health professionals, yet knowledge and training in this content is lacking. Thus, we created, piloted, and assessed a six-month interdisciplinary professional development program to enhance knowledge, attitudes, awareness, and cultural humility around LGBTQ+ health for educators, administrators, and clinicians in higher education. Participants were surveyed with standardized assessments pre- and post-program to measure their knowledge, skills, and readiness to teach these topics and incorporate them into their curricula and practice. Participants (<i>n</i> = 33) completed LGBTQ+ inclusivity training including six structured learning sessions, small group mentoring meetings, and a virtual visit to an LGBTQ+ community center. Participants consistently displayed interest and engaged actively in training sessions. In a follow-up survey seven months post-intervention, respondents reported changes in their practice to create inclusive environments. Data analysis demonstrated improved knowledge and comfort with LGBTQ+ care and readiness and willingness to integrate LGBTQ+ care into their curricula and interactions with students. These findings suggest that this interdisciplinary professional development pilot offers a useful program to enable educators and clinicians to support the unique needs of LGBTQ+ communities.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"46 9","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512797","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
Transdisciplinary Learning Opportunities: Exploring Differences in Complex Thinking Skill Development Between STEM and Non-STEM Majors 跨学科学习机会:探讨STEM与非STEM专业学生复杂思维技能发展的差异
IF 2.2
Innovative Higher Education Pub Date : 2023-11-28 DOI: 10.1007/s10755-023-09682-5
Catherine T. Amelink, Dustin M. Grote, Matthew B. Norris, Jacob R. Grohs
{"title":"Transdisciplinary Learning Opportunities: Exploring Differences in Complex Thinking Skill Development Between STEM and Non-STEM Majors","authors":"Catherine T. Amelink, Dustin M. Grote, Matthew B. Norris, Jacob R. Grohs","doi":"10.1007/s10755-023-09682-5","DOIUrl":"https://doi.org/10.1007/s10755-023-09682-5","url":null,"abstract":"<p>As higher education institutions look to educate and graduate degree earners that have the skills and knowledge necessary to design, communicate, and collaborate in ways that allow for innovative solutions to complex socio-technical challenges, new approaches to educational efforts are being considered and implemented. Institutional responses have included new courses that have a transdisciplinary focus and embedded course experiences that use problem-based approaches coupled with cross-disciplinary team exposure. Often these initiatives have a singular thematic focus (i.e., sustainability). Little is known about the efficacy of transdisciplinary learning initiatives, especially those that encompass a breadth of thematic areas, as it relates to development of complex thinking skills and whether these learning environments provide for similar benefits across student majors. This study, conducted at a Research I university, was designed to address this gap in the literature by examining whether a university level learning initiative using transdisciplinary approaches was achieving desired goals to advance undergraduate students’ complex thinking skills. Findings among the respondents (n = 592) indicate that the initiative is advancing fundamental complex thinking skills in that specific courses allow students to learn about other disciplines and provide exposure to different disciplinary perspectives. However, results reveal that across all majors courses would benefit from increased real-world problem-based exposure and opportunities to interact with community stakeholders. Additionally, results suggest that undergraduates may need opportunities to develop a deeper understanding of the complexities that exist in cross-disciplinary collaboration, including how to develop integrated solutions that leverage the strengths of technical and non-technical approaches.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"47 9","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512794","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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