Higher Education Policy最新文献_第2页

Bending the Curve: Institutional Factors Associated with Graduation Rates. 弯曲曲线：与毕业率相关的制度因素

IF 1.7 3区教育学

Higher Education Policy Pub Date : 2024-06-01 Epub Date: 2023-02-27 DOI: 10.1057/s41307-023-00304-5

Juliana de Castro Galvao, Frederick Tucker, Paul Attewell

{"title":"Bending the Curve: Institutional Factors Associated with Graduation Rates.","authors":"Juliana de Castro Galvao, Frederick Tucker, Paul Attewell","doi":"10.1057/s41307-023-00304-5","DOIUrl":"10.1057/s41307-023-00304-5","url":null,"abstract":"For decades, educators and policy makers have decried low graduation rates at U.S. colleges, advocating policies and making investments to improve graduation. We analyze a decade of Integrated Postsecondary Education Data System (IPEDS) data for four-year colleges to investigate how much institutions have improved their graduation rates from 2008 through 2018, once controlling for institutional and student body characteristics. We find substantial improvement to graduation rates at public colleges, modest improvement at private not-for-profits, and a decline in graduation at the for-profit sector. We then investigate whether improvements to graduate rates are associated with variation in student-body composition, selectivity, and institutional expenditures, using pooled cross-sectional, Prais-Winsten, and college fixed effect models. We find that most between-college variation in graduation rates over time reflects variation in the composition of a college's student body and in instructional expenditures. Our Bending the Curve metric utilizes the cross-sectional models to calculate predicted graduation rates for each college and determines how much they exceeded or failed to meet expectations. Unadjusted graduation measures, such as IPEDS' rates that fail to adjust for these compositional factors, are poor indicators of institutional effectiveness and can mislead stakeholders who use them as an indicator of college performance.","PeriodicalId":47327,"journal":{"name":"Higher Education Policy","volume":"1 1","pages":"278-302"},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11737589/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41384031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Operationalising University Excellence in Doctoral Education: The Case of Top-Ranked Russian Universities 博士教育中卓越大学的可操作性：俄罗斯一流大学的案例

IF 1.6 3区教育学

Higher Education Policy Pub Date : 2024-05-03 DOI: 10.1057/s41307-024-00354-3

Elena Tsvetkova

{"title":"Operationalising University Excellence in Doctoral Education: The Case of Top-Ranked Russian Universities","authors":"Elena Tsvetkova","doi":"10.1057/s41307-024-00354-3","DOIUrl":"https://doi.org/10.1057/s41307-024-00354-3","url":null,"abstract":"Numerous countries have implemented excellence initiatives designed to establish world-class universities, boost research productivity, build up staff capacity, and thereby reform doctoral education systems as part of this agenda. To date, the relationship between excellence-driven initiatives and leading universities’ doctoral education enhancement remains understudied in Russia. This study seeks to examine how seven top-ranked Russian universities responded to the Excellence Initiatives (5-100 Project and Priority 2030) at the institutional strategy level from 2012 till 24 February 2022. To explore this relationship and change in research education, documentary research was applied to a corpus of institutional strategies for excellence accompanied with governmental texts. Norman Fairclough’s Critical Discourse Analysis (CDA) was adopted and complemented with analytical lenses to understand and examine how university excellence is recontextualised and operationalised in doctoral education structures across these strategies. This CDA was enhanced with theoretical lenses to research how multiple forces behind governmental policies for globalisation, innovation, and international competitiveness shape this change in Russian doctoral education in relation to global trends, national priorities, and local needs. The paper presents and discusses emergent processes (with mechanisms and practices) and the universities’ meaning-making behind the normative and performative ‘enhancement’ in doctoral education constructed with the state’s dominant understandings of university excellence.","PeriodicalId":47327,"journal":{"name":"Higher Education Policy","volume":"22 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140934061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Internationalization of Higher Education and Emerging National Rationales: Comparative Analysis of the Global North and South 高等教育国际化与新兴国家的理由：全球南北比较分析

IF 1.6 3区教育学

Higher Education Policy Pub Date : 2024-05-02 DOI: 10.1057/s41307-024-00358-z

Farai Kapfudzaruwa

{"title":"Internationalization of Higher Education and Emerging National Rationales: Comparative Analysis of the Global North and South","authors":"Farai Kapfudzaruwa","doi":"10.1057/s41307-024-00358-z","DOIUrl":"https://doi.org/10.1057/s41307-024-00358-z","url":null,"abstract":"This paper provides a comparative analysis of national rationales to higher education internationalization in the global north and south countries using content analysis. The results reveal that the socio-economic rationales are dominant across most of the 27 sampled countries. However, they manifest differently across the global north and global south as countries interpret the benefits and effects of internationalization in line with their national priorities. These variations are being shaped by an increasingly complex, competitive, and multipolar higher education internationalization landscape with new global south actors acquiring agency despite the deepening global inequalities. As a result, political rationales are becoming an important driver to internationalization. The current geopolitical environment associated with global conflicts, health pandemics, and increased nationalistic, anti-immigrant, and anti-globalization sentiments is also adding more uncertainty and complexity. Due to increased concerns about this multipolar and self-centred internationalization, a few countries are starting to promote inclusive approaches to internationalization.","PeriodicalId":47327,"journal":{"name":"Higher Education Policy","volume":"26 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140934186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Process for Institutional Adoption and Diffusion of Blended Learning in Higher Education 高等教育机构采用和推广混合式学习的过程

IF 1.6 3区教育学

Higher Education Policy Pub Date : 2024-05-02 DOI: 10.1057/s41307-024-00359-y

Ramiz Ali, Helen Georgiou

{"title":"A Process for Institutional Adoption and Diffusion of Blended Learning in Higher Education","authors":"Ramiz Ali, Helen Georgiou","doi":"10.1057/s41307-024-00359-y","DOIUrl":"https://doi.org/10.1057/s41307-024-00359-y","url":null,"abstract":"Blended learning has emerged as a prominent feature in higher education over the past decade, aiming to enhance students’ learning experiences and improve outcomes. It has been adopted at various levels within universities, with an increasing trend of institutional adoption. Despite its prevalence, scholars have expressed concerns about our limited understanding of blended learning beyond small-scale and individual applications. Drawing on Rogers’ diffusion of innovations theory, this case study explores the intricate process of adoption and implementation of blended learning within a university. Semi-structured, one-on-one interviews were conducted with 24 lecturers and six university executives involved in a university-wide initiative for blended learning. The interviews were analysed using a thematic pattern matching technique. In addition, a variety of relevant university documents were gathered and analysed using a content analysis method. Results reveal that despite some hesitancies among lecturers, the process of adoption of blended learning was supported by a well-justified strategy, investment in infrastructure, and provision of continued lecturer support. Viewing these results through the lens of Roger’s stage model highlights a lack of a proper ‘matching’ stage, reflecting a failure to engage lecturers in adoption decision-making and incorporate their feedback into the blended learning strategy.","PeriodicalId":47327,"journal":{"name":"Higher Education Policy","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140934201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Prominence, Promotion and Positioning of the ‘Thesis by Publication’ in Six Countries 六个国家对 "发表论文 "的重视、宣传和定位

IF 1.6 3区教育学

Higher Education Policy Pub Date : 2024-04-27 DOI: 10.1057/s41307-024-00350-7

Shannon Mason, Liezel Frick, Montserrat Castelló, Wenjuan Cheng, Sin Wang Chong, Laura Díaz Villalba, Marina García-Morante, Ming Sum Kong, Yusuke Sakurai, Nazila Shojaeian, Rachel Spronken-Smith, Crista Weise

{"title":"Prominence, Promotion and Positioning of the ‘Thesis by Publication’ in Six Countries","authors":"Shannon Mason, Liezel Frick, Montserrat Castelló, Wenjuan Cheng, Sin Wang Chong, Laura Díaz Villalba, Marina García-Morante, Ming Sum Kong, Yusuke Sakurai, Nazila Shojaeian, Rachel Spronken-Smith, Crista Weise","doi":"10.1057/s41307-024-00350-7","DOIUrl":"https://doi.org/10.1057/s41307-024-00350-7","url":null,"abstract":"The international nature of doctoral education creates interesting tensions where national systems, institutional policies, disciplinary customs, individual supervisor preferences, and doctoral researcher needs meet. The Thesis by Publication (TBP), a model where published works are included within the thesis, is available to doctoral researchers in many disciplines and institutions, but it is not a universally accepted format or approached in a homogeneous way. Policy has been known to shape practice, yet we know little about how institutional policies shape TBP practices across different national contexts. This study presents a content analysis of policy documents related to the TBP in public universities across six countries: Australia, Japan, New Zealand, South Africa, Spain, and the United Kingdom. Our goal is to understand the prevalence of the TBP and related policy documentation in different contexts, and how the model is promoted and positioned within the doctoral landscape. Findings from our study challenge the often-stated notion that the TBP is a universally understood format. Our findings also show the risks in the absence of explicit policies, as well as the possible inequalities that may arise as a result of a lack of policy transparency and synergy within and across contexts.","PeriodicalId":47327,"journal":{"name":"Higher Education Policy","volume":"40 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140812422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Wage Subsidies, Slack Resources and Behavioural Additionality: Evidence from Universities 工资补贴、闲置资源和行为附加性：来自大学的证据

IF 1.6 3区教育学

Higher Education Policy Pub Date : 2024-04-26 DOI: 10.1057/s41307-024-00357-0

André Spithoven, Elena Phalet

引用次数: 0

The Right to be Fairly Assessed 获得公平评估的权利

IF 1.6 3区教育学

Higher Education Policy Pub Date : 2024-04-12 DOI: 10.1057/s41307-024-00352-5

Agustín Barroilhet, Mónica Silva, Kurt F. Geisinger

{"title":"The Right to be Fairly Assessed","authors":"Agustín Barroilhet, Mónica Silva, Kurt F. Geisinger","doi":"10.1057/s41307-024-00352-5","DOIUrl":"https://doi.org/10.1057/s41307-024-00352-5","url":null,"abstract":"Merit-based procedures should be constantly reevaluated according to the circumstances to remain both valid and fair—two interrelated concepts. Inducing reevaluation, however, is difficult. These procedures are controlled by legitimate authorities, are rule and contract-bound, and can become quickly entrenched. This resistance to change calls for specific legal tools and institutions that can favour a potential review. This article advances the first of these tools: enacting the right to be fairly assessed. With this aim, we first explain why challenges to merit-based procedures are complex and then provide contingent justifications to base potential challenges. Our concern is the role of biases and conflicts of interests of authorities who define and control merit-based procedures. We then turn our focus to the institutional aspects of the problem. Administrative alternatives to induce reevaluation involve complex challenges, hence our defence of an actionable legal right. We illustrate the usefulness of this approach by showing how courts enforce fairness in testing in the USA. The need for the right to be both validly and fairly assessed is based on Chilean examples. Still, our argument also applies to other nations lacking equitable remedies and actions to deal with the same issues.","PeriodicalId":47327,"journal":{"name":"Higher Education Policy","volume":"08 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early Career Academic’s Associations: A Study of Resistance and Empowerment on Social Media 早期职业学者协会：社交媒体上的抵制与赋权研究

IF 1.6 3区教育学

Higher Education Policy Pub Date : 2024-04-04 DOI: 10.1057/s41307-024-00353-4

Javier Mula-Falcón, Sofia Viseu, Rui da Silva

引用次数: 0

Managing and Incentivising Research Impact: Evidence from Australia 管理和激励研究影响：来自澳大利亚的证据

IF 1.6 3区教育学

Higher Education Policy Pub Date : 2024-03-26 DOI: 10.1057/s41307-024-00351-6

Joshua Newman

引用次数: 0

Should I Stay or Should I Go? The Interplay Between Scientific and Entrepreneurial Passion in Shaping the Frustration–Intention Relationship in the Academia 我该去还是留？科学激情与创业激情在塑造学术界挫败感与注意力关系中的相互作用