JOURNAL OF FURTHER AND HIGHER EDUCATION最新文献_第9页

Implementation of on-campus work-integrated learning activities in Vietnamese universities: ‘don’t rely on lecturers’ 越南大学实施校内工作综合学习活动：“不要依赖讲师”

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-06-12 DOI: 10.1080/0309877X.2023.2217648

Nguyen Thi Ngoc Ha

引用次数: 0

The struggle to get a PhD: the collaborative autoethnographic accounts of two ‘journeymen’ 获得博士学位的斗争：两位“熟练工人”的合作民族志描述

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-05-28 DOI: 10.1080/0309877X.2023.2222363

J. Carson, M. Niklasson

{"title":"The struggle to get a PhD: the collaborative autoethnographic accounts of two ‘journeymen’","authors":"J. Carson, M. Niklasson","doi":"10.1080/0309877X.2023.2222363","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2222363","url":null,"abstract":"ABSTRACT The PhD is the ultimate indicator of academic excellence. The journey is familiar to most University academics and is a journey the majority have successfully completed. Yet, just as it is said history is written by the victors, so most accounts written about doing a PhD, are written by those who have succeeded, not by ‘journeymen’, such as the narrators of this account. There is a need for narrative accounts that both acknowledge the difficulty of the journey and also show how some candidates have battled, to achieve their PhDs. Such stories have the power to inspire those who may be struggling on their own PhD journeys. Academics can share these accounts with their own PhD students and thus hopefully improve completion rates and change practice. The authors of this narrative have adopted a collaborative autoethnographic approach to their PhD journeys. The parallel narratives are in four interdependent sections. The narratives start with both authors’ unsuccessful attempts to get a PhD and end with how they, after completing their PhDs, started collaborating on research. From the authors’ first attempts, their respective PhD journeys took 20 to 30 years to come to completion. The accounts show that personality features such as resilience, motivation and grit, as well as the appearance of supervisors and partners i.e. allies of help at the right time can make the difference between success and failure. Both, now in their sixties, they are looking forward to many more exciting years of joint research.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47439962","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

Influencing factors of social entrepreneurship intentions in a higher education context 高等教育背景下社会创业意向的影响因素

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-05-28 DOI: 10.1080/0309877X.2023.2222266

Fernando Almeida, J. M. Sousa-Filho

{"title":"Influencing factors of social entrepreneurship intentions in a higher education context","authors":"Fernando Almeida, J. M. Sousa-Filho","doi":"10.1080/0309877X.2023.2222266","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2222266","url":null,"abstract":"ABSTRACT The teaching of entrepreneurship has been progressively included in the curricula of several university courses to stimulate the development of empowering attitudes and an entrepreneurial mentality. However, a new form of entrepreneurship has emerged with a focus on sustainability and the creation of new projects that aim to reduce social asymmetries and contribute to a fairer and more balanced society. The role of universities is also to foster the emergence of these projects through the implementation of practices aimed at fostering social entrepreneurship among students. This study aims to understand the determinant dimensions that characterise the students’ social entrepreneurial intention. For this purpose, a sample of 177 students attending a social entrepreneurship course in a higher education institution was employed. The findings indicate that individual, organisation, and context constructs are determinants of students’ entrepreneurial intention. However, not all organisational factors contribute equally. Mentoring and social networks are relevant elements for the entrepreneurial intention of individuals, while curriculum and critical pedagogy are not recognised as determinants.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42074424","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

Does humour used in EFL classrooms in Islamic higher education reflect Islamic values? 伊斯兰高等教育的英语课堂幽默是否反映了伊斯兰的价值观?

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-05-28 DOI: 10.1080/0309877X.2023.2200133

J. Usman, Nashriyah, S. Akmal, Muhammad Ar, Y. Yusuf

引用次数: 0

Student expectations of teaching and learning when starting university: a systematic review 初入大学时学生对教与学的期望:系统回顾

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-05-19 DOI: 10.1080/0309877X.2023.2212242

Amy Tomlinson, Andrew Simpson, C. Killingback

{"title":"Student expectations of teaching and learning when starting university: a systematic review","authors":"Amy Tomlinson, Andrew Simpson, C. Killingback","doi":"10.1080/0309877X.2023.2212242","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2212242","url":null,"abstract":"ABSTRACT Student expectations are complex constructs that can influence adaptability, engagement, achievement, satisfaction and retention. A number of individual studies have been published on the expectations of students when starting university, however none that synthesise student expectations of teaching and learning. Therefore, the aim of this systematic review was to understand student expectations of teaching and learning when starting university. A systematic search strategy identified 2950 studies, of which nine met all eligibility criteria. Relevant data was extracted and a narrative synthesis conducted, revealing four key themes: additional study, self-managing learning, teaching and learning activities, and accessibility. Students expect to complete additional study and take responsibility for their own learning, but may be unsure how to manage this. They expect to have to attend all sessions and commonly expect lectures, but thoughts on other methods of teaching and learning vary. Students also have high expectations of teaching staff, particularly with regards to access and resources. This knowledge is important in enabling teaching staff to better align preconceived ideas of university teaching and learning with reality, support a positive university experience, and improve satisfaction and retention. Future research should further investigate student expectations of teaching and learning independently, perhaps from a qualitative perspective, as well as exploring interventions to help manage these expectations when necessary.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43474330","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

Network DEA efficiency of South African higher education: evidence from the analysis of teaching and research at the university level 南非高等教育的网络DEA效率:来自大学教学和研究分析的证据

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-05-19 DOI: 10.1080/0309877X.2023.2209799

O. Temoso, C. Tran, L. Myeki

{"title":"Network DEA efficiency of South African higher education: evidence from the analysis of teaching and research at the university level","authors":"O. Temoso, C. Tran, L. Myeki","doi":"10.1080/0309877X.2023.2209799","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2209799","url":null,"abstract":"ABSTRACT The performance of a university depends on departmental activities in a network framework. The university is efficient only if these departments are efficient in their operations. The connection between departments is fundamentally complicated and should be scrutinised to offer more suitable ways for more enhancement. However, to our knowledge, no single study exists which assesses the performance of South African universities in a network structure accounting for the effects of exogenous factors on the overall and structural efficiencies. Our study employed the network-based DEA method to examine the performance of South African higher education institutions in a network structure of teaching and research for the period 2009/10–2016/17. The findings reveal that the efficiency of teaching activities is 0.942, while the efficiency of research operations is 0.782. The network-based performance of South African universities is 0.844, strongly associated with research efficiency. The findings also reveal that the percentages of staff with PhD and Master’s degrees and professional staff, student fees, personnel grant, and government funding influence the efficiency of research activities. A definite need for government organisations and other higher education-related stakeholders should incorporate these findings to strategies for National Development Plan 2030 targets.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48495624","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

Transnational teacher educators in internationalised higher education in the Arabian Gulf 阿拉伯湾国际化高等教育中的跨国教师教育者

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-05-19 DOI: 10.1080/0309877X.2023.2212244

Kay Gallagher

{"title":"Transnational teacher educators in internationalised higher education in the Arabian Gulf","authors":"Kay Gallagher","doi":"10.1080/0309877X.2023.2212244","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2212244","url":null,"abstract":"ABSTRACT This interpretive study contributes to an understanding of the work and beliefs of transnational teacher educators in diverse international contexts. Due to their influence on the development of future teachers in their host country, and the influence of those future teachers on future generations of learners, transnational university-based teacher educators are a particularly significant, yet understudied, group of mobile academics. The study investigates, through in-depth interviews and a selection task about preferred conceptions of teaching, how ten transnational teacher educators experience and conceive of their work in higher education in the Arabian Gulf cities of Abu Dhabi, Bahrain, and Dubai. Despite diverse international backgrounds, participants in this study express common critically reflective, constructivist, and sociocultural conceptions of their work as teacher educators who are preparing future teachers to work in transformed schools in a region engaged in ongoing educational reform. They report that they explicitly model active, learning-centred strategies while coaching future teachers. They believe that their work is important for national capacity building, although they would welcome greater involvement in educational planning. They are cognisant of local cultural considerations, while noting pedagogical challenges around teaching students through English as the medium of instruction in higher education in the Gulf. This study yields understanding and provides implications for professional development and orientation programmes for transnational teacher educators migrating to work in such internationalised settings.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45462549","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 impact of student self-disclosure on the stress and wellbeing of tertiary educators during the COVID-19 pandemic 2019冠状病毒病大流行期间，学生自我披露对高等教育工作者压力和福祉的影响

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-05-17 DOI: 10.1080/0309877X.2023.2208053

Hilary Dutton, Valerie A. Sotardi

{"title":"The impact of student self-disclosure on the stress and wellbeing of tertiary educators during the COVID-19 pandemic","authors":"Hilary Dutton, Valerie A. Sotardi","doi":"10.1080/0309877X.2023.2208053","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2208053","url":null,"abstract":"ABSTRACT Workplace stress, burnout, and fatigue are commonplace amongst tertiary educators, and are compounded by the ongoing challenges of teaching and learning during a global pandemic. Amid efforts to identify and understand contributors to educator stress, student-teacher interactions have received relatively little attention. However, educators are often expected to engage in pastoral care when students disclose academic and personal problems. Receiving and responding to self-disclosure can be emotionally taxing, particularly in professional contexts of care, and therefore contribute to educator experiences of stress and burnout. In this study, we examined the relations between student self-disclosure and educator stress and wellbeing during the COVID-19 pandemic in New Zealand. Almost all of the 318 tertiary educators received COVID-19 related disclosures from students. Findings show that educators whose students had shared personal problems during COVID-19 were more likely to report high stress and poor wellbeing.Such communication was also associated with higher rates of workplace presenteeism, suggesting that these teachers were likely to push themselves to a level that risks illness. Fortunately, these negative impacts were ameliorated when educators also reported a sense of support in the workplace. The implications for educators and tertiary institutions are discussed, including the provision of educator training and well-resourced student support services.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41665888","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

‘It has been an uphill battle from the get go’: The experiences of single parents studying at university in the UK during the COVID-19 pandemic “从一开始就是一场艰苦的战斗”：新冠肺炎大流行期间在英国大学学习的单身父母的经历

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-05-17 DOI: 10.1080/0309877X.2023.2212240

Lucy Trotter

{"title":"‘It has been an uphill battle from the get go’: The experiences of single parents studying at university in the UK during the COVID-19 pandemic","authors":"Lucy Trotter","doi":"10.1080/0309877X.2023.2212240","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2212240","url":null,"abstract":"ABSTRACT Single-parent families represent a significant proportion of all UK families, but literature suggests that they face challenges in accessing, participating in, and completing Higher Education (HE). This article draws on data obtained from three months of mixed-methods research in 2021 with single-parent students to explore the meanings of being a single parent studying at university in the UK in the context of the COVID-19 pandemic. In doing so it considers the personal demands that the pandemic placed on single-parent students, and the avenues of support available for single-parent students in the context of the UK HE system. These issues are then analysed within a theoretical framework to argue that single-parent students occupied a simultaneous position of agency and mastery in the context of HE. The article concludes with three key recommendations for change: (1) Universities should collect data on student parents and use this data to enable tailored support via student support services; (2) Universities should work with Student Unions to ensure parent-friendly freshers activities and ongoing social/support groups for student parents; and (3) Universities should make concrete changes to campus space, including the introduction of accessible, flexible, discounted childcare on campus, parent and baby rooms, and baby-changing facilities. These three changes would significantly improve the experiences of single-parent students studying at university in the UK.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41685850","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

Sleep disturbance, mental health, wellbeing and educational impact in UK university students: a mixed methods study 英国大学生的睡眠障碍、心理健康、幸福感和教育影响：一项混合方法研究

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-05-15 DOI: 10.1080/0309877X.2023.2209777

R. Stores, Skaiste Linceviciute, K. Pilkington, D. Ridge

{"title":"Sleep disturbance, mental health, wellbeing and educational impact in UK university students: a mixed methods study","authors":"R. Stores, Skaiste Linceviciute, K. Pilkington, D. Ridge","doi":"10.1080/0309877X.2023.2209777","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2209777","url":null,"abstract":"ABSTRACT Sleep disturbance has harmful psychological and physical effects and due to a range of biopsychosocial and environmental factors, university students are at an increased risk. Despite the importance of this topic, it is under-researched, especially in the UK. The objectives of this study were (1) to investigate the occurrence and nature of sleep disturbance in a sample of UK undergraduate university students, (2) to compare the incidence of sleep disturbance in first- and third-year students, (3) to explore associations between sleep disturbance, daytime sleepiness, mental health and wellbeing and (4) to obtain details on how participants felt their sleep habits affected both their health and wellbeing and their education and learning. A mixed methods approach was used to collect and analyse both quantitative and qualitative data using an online survey of widely used scales (quantitative) and free text open-ended questions (qualitative). Responses were obtained from 153 undergraduate students. Quantitative findings revealed relatively high levels of disturbed sleep, daytime sleepiness, depression, anxiety and reduced wellbeing in the sample studied. Significant associations were found between all these dimensions. Qualitative findings provided insight into how students felt sleep disruption affected their health and wellbeing and their education and learning, and the serious impact this had in many cases. Insights were also obtained on strategies they used to improve sleep quality. Effective treatments for sleep problems could have beneficial effects on associated mental health and wellbeing problems and educational attainment. Student mental health services and interventions should be aware of this possibility.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48345738","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