Higher Education Policy最新文献_第2页

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

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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

IF 1.6 3区教育学

Higher Education Policy Pub Date : 2024-03-13 DOI: 10.1057/s41307-024-00348-1

引用次数: 0

Unwarranted: The OfS Review of Assessment Practices and the Erosion of Institutional Autonomy 毫无根据：英国标准局对评估实践的审查和对机构自主权的侵蚀

IF 1.6 3区教育学

Higher Education Policy Pub Date : 2024-02-18 DOI: 10.1057/s41307-024-00346-3

Liz Molyneux

{"title":"Unwarranted: The OfS Review of Assessment Practices and the Erosion of Institutional Autonomy","authors":"Liz Molyneux","doi":"10.1057/s41307-024-00346-3","DOIUrl":"https://doi.org/10.1057/s41307-024-00346-3","url":null,"abstract":"In England, the relationship between the higher education regulator (OfS) and those it purports to regulate is highly strained. A 2023 parliamentary inquiry into the OfS published an excoriating report which found, among other issues, problems with the execution of its statutory duty to protect institutional autonomy. An OfS policy which evidences this is the requirement for universities to assess spelling, punctuation and grammar. In imposing this mandate, the OfS appears to be ultra vires as it has a statutory duty to protect institutional autonomy, specifically defined to include the freedom to determine assessment practices. This paper uses an adapted form of Hyatt’s Critical Higher Education Policy Analysis Framework to examine the policy steers and socio-political contexts from which the assessment mandate emerged. The warrants for the policy are analysed with reference to three epistemic beliefs relating to declining literacy, higher education quality and employment. This paper also analyses the OfS’s interpretations of its statutory duties in issuing this policy. Despite the highly critical findings of the inquiry, no substantive change in regulatory approach looks likely.","PeriodicalId":47327,"journal":{"name":"Higher Education Policy","volume":"72 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139924963","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

The Credit Hour in Higher Education: A Call to Action 高等教育中的学分：行动呼吁

IF 1.6 3区教育学

Higher Education Policy Pub Date : 2024-02-17 DOI: 10.1057/s41307-024-00345-4

Maureen Snow Andrade

引用次数: 0