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

The impact of grit on the academic buoyancy of Filipino undergraduate students engaged in distance learning 毅力对菲律宾远程学习本科生学术活力的影响

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-04-27 DOI: 10.1080/0309877X.2023.2203803

Edimar Joshua Friala, Angelique Gales, Nate Jerahmeel Uy, Renz Louis T. Montano

{"title":"The impact of grit on the academic buoyancy of Filipino undergraduate students engaged in distance learning","authors":"Edimar Joshua Friala, Angelique Gales, Nate Jerahmeel Uy, Renz Louis T. Montano","doi":"10.1080/0309877X.2023.2203803","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2203803","url":null,"abstract":"ABSTRACT Previous studies have revealed that academic buoyancy, or everyday academic resilience, have become more important amidst the COVID-19 pandemic. The current study was conducted to ascertain if determination and passion for attaining long-term aspirations, or grit, would facilitate the academic buoyancy of Filipino undergraduate students who are engaged in distance learning. Through quota sampling, 114 Filipino college learners (57 males, 57 females) aged 18 and above were recruited to complete an online survey which included the Triarchic Model of Grit Scale (TMGS) and Academic Buoyancy Scale (ABS). Hierarchical regression analysis revealed that grit had a positive impact on academic buoyancy while controlling for demographic variables. It was also identified that the grit dimension of adaptability to situations was the most significant predictor of academic buoyancy and that the demographic characteristics of the participants were not associated with their capability to cope and stay afloat on a day-to-day basis. The results provide interesting insights about the relationship between the triarchic model of grit and academic buoyancy in the collectivist setting.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"954 - 965"},"PeriodicalIF":2.3,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46804329","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

Doctoral student perceptions of supervisory and research community support: their relationships with doctoral conditions and experiences 博士生对监督和研究社区支持的看法:它们与博士条件和经历的关系

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-04-21 DOI: 10.1080/0309877X.2022.2142102

Mariona Corcelles-Seuba, Núria Suñé-Soler, Anna Sala-Bubaré, M. Castelló

{"title":"Doctoral student perceptions of supervisory and research community support: their relationships with doctoral conditions and experiences","authors":"Mariona Corcelles-Seuba, Núria Suñé-Soler, Anna Sala-Bubaré, M. Castelló","doi":"10.1080/0309877X.2022.2142102","DOIUrl":"https://doi.org/10.1080/0309877X.2022.2142102","url":null,"abstract":"ABSTRACT Social support is important for the successful completion of doctoral studies. The aim of this study was to explore how individual differences in supervisory and research community support are related to doctoral experiences (abandonment intentions, perceived engagement, interest, satisfaction, burnout and stress) and doctoral conditions (phase and work modality). In total, 1313 students from 56 Spanish universities completed a doctoral experience survey. A k-means cluster analysis was used to group the students by the level of social support they received from supervisors and the research community. Two social support profiles, reduced and adequate support were identified. The results indicate that doctoral students with a reduced support profile were less engaged, interested and satisfied with their doctoral studies and more likely to experience burnout and stress and to report drop out intentions than those with an adequate support profile. Furthermore, most students with a reduced support profile were in the first phase of their doctorate and reported mainly working individually. The results reinforce the need, in doctoral programmes, to improve supervisory and research community support, especially for those students beginning their doctoral studies.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"481 - 491"},"PeriodicalIF":2.3,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48789214","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

‘I am surrounded by people who are not motivated to do research’: harnessing collegiality for developing research active academics in a teaching-focused institution “我周围都是没有动力做研究的人”:在一个以教学为中心的机构中，利用团队合作来培养研究活跃的学者

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-04-19 DOI: 10.1080/0309877X.2023.2200135

Joanna Joseph Jeyaraj, Navé Wald

{"title":"‘I am surrounded by people who are not motivated to do research’: harnessing collegiality for developing research active academics in a teaching-focused institution","authors":"Joanna Joseph Jeyaraj, Navé Wald","doi":"10.1080/0309877X.2023.2200135","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2200135","url":null,"abstract":"ABSTRACT In order to achieve a university status, a teaching-focused private Malaysian University College promoted collaboration as an institution-wide strategy for developing the research capacity of staff. Enhancing collegiality was key to this strategy since resources for building research capacity were insufficient. Limited research exists on the role of collegiality in developing research capacities among academics, especially in the Global South and under such constraints. In Malaysia, a high-power distance country, difficulties arise in the practice of collegiality due to hierarchy and other socio-cultural expectations. In this qualitative study, insights into and experiences of this transition were sought in interviews with 18 academics. Collegial leadership and intellectual collegiality were identified as pivotal. Collegial leadership, which addressed the relationship between academics and institutional leaders, was lacking and participants mostly felt unsupported and disengaged under the dominant top-down, hierarchical, leadership style. Intellectual collegiality, which refers to the relationships participants had or wished to have with colleagues, was also challenging in that environment but held more promise. Actively promoting this through a process of assimilation and compromise could have been prioritised. Achievable and tangible research targets could have been negotiated so that becoming research active was a shared vision.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"901 - 912"},"PeriodicalIF":2.3,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48940530","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

Facilitating cognitive presence in online professional doctoral education: implications for practice-based programs 促进在线专业博士教育中的认知存在:对基于实践的项目的影响

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-04-19 DOI: 10.1080/0309877X.2023.2200134

Veselina S. Lambrev, Bárbara C. Cruz

{"title":"Facilitating cognitive presence in online professional doctoral education: implications for practice-based programs","authors":"Veselina S. Lambrev, Bárbara C. Cruz","doi":"10.1080/0309877X.2023.2200134","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2200134","url":null,"abstract":"ABSTRACT This study employs the Community of Inquiry (CoI) framework to examine strategies that foster cognitive presence in a specific discipline context – the professional education doctorate (EdD). The article presents the results of a qualitative inquiry revealing how a cohort of doctoral students (n = 15) developed cognitive presence in an online Practicum course that aimed to move students through the dissertation process. We analyse participants’ perceptions of how instructional strategies impacted their skills in conducting practitioner research and to what extent they were able to apply the new learnings to practice. The findings indicate that engaging students in an authentic, dissertation-focused pilot study, as well as regular discussions of progress with peers enhanced cognitive presence related to practitioner inquiry. Although teaching presence was key in building a community of inquiry, instructors need to also be purposeful in course design to develop cognitive presence to support students’ dissertation progress. The study underlines approaches for using CoI in online EdD education to design spaces for collaborative construction of knowledge, development of practitioner-research skills, and the application of solutions to problems of practice as key tenets of scholarly practitioner preparation.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"889 - 900"},"PeriodicalIF":2.3,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49011590","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

Young adult caregivers in higher education: a study of prevalence in France 高等教育中的年轻人照顾者:法国的流行研究

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-03-30 DOI: 10.1080/0309877X.2023.2190878

Basilie Chevrier, A. Untas, G. Dorard

{"title":"Young adult caregivers in higher education: a study of prevalence in France","authors":"Basilie Chevrier, A. Untas, G. Dorard","doi":"10.1080/0309877X.2023.2190878","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2190878","url":null,"abstract":"ABSTRACT Young adult caregivers are people aged 18–25 years who care for a relative with an illness/disability. They are an understudied population. In France, there are currently no data and no public services specifically targeting them while literature showed that caregiving has consequences on academic development. As the pursuit of higher education is a societal expectation, the aim of this study was to examine the prevalence, characteristics, and mental health of young adult caregiver students in France to promote policy and practice development. Between February 2019 and April 2021, 6767 students (77.28% women; Mage = 20.14, SDage=1.87) answered a self-report questionnaire assessing sociodemographic-academic characteristics, relative’s illness/disability, caregiving activities, perceived support, and mental health. Results showed that 63.17% of participants were confronted with the illness/disability of a relative, and 15.86% provided a high level of support and could thus be classified as young adult caregivers. They were generally females from low-income families who experienced financial hardship, and they mostly cared for a mother or grandparent with a physical or mental illness. Regarding academic characteristics, they were mostly enrolled on a care-related course, in some cases via a distance learning program. They reported current and previous academic difficulties. They reported poorer mental health than noncaregivers. The identification procedure based on the extent of caregiving activities should be tailored to the characteristics of emerging adults. Considering the high prevalence of young adult caregivers in France, there is an urgent need to enhance awareness to better identify and support those in higher education.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"699 - 710"},"PeriodicalIF":2.3,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49129089","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

Is hybrid teaching delivering equivalent learning for students in higher education? 混合教学是否能为高等教育中的学生提供同等的学习？

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-03-27 DOI: 10.1080/0309877X.2023.2183357

Lewis A. Baker, Carol Spencely

{"title":"Is hybrid teaching delivering equivalent learning for students in higher education?","authors":"Lewis A. Baker, Carol Spencely","doi":"10.1080/0309877X.2023.2183357","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2183357","url":null,"abstract":"ABSTRACT Hybrid approaches to teaching, where there is a proportion of online (asynchronous or synchronous) teaching as well as face-to-face synchronous teaching, were adopted almost ubiquitously by UK higher education institutions throughout the 2020/2021 academic year amidst disruption caused by national and international Covid-19 restrictions. One example of this was the introduction and use of software such as Microsoft (MS) Teams as a learning tool and platform to continue education provisions. As such, this study reports on the implementation of MS Teams to deliver a foundation year physical science curriculum within a hybrid learning context over the 2020/2021 academic year and within multiple learning contexts. In-built data analytics from MS Teams were used to measure student engagement and activity on the software. Additionally, a questionnaire was used to capture student perspectives of MS Teams and their use as a learning tool. These data show that the like-for-like replacement of face-to-face teaching with an online alternative within this hybrid approach did not produce a clear like-for-like learning environment for students, except in the case of small-group collaborations where students found clear utility for the platform. Significant thought needs to be given to the use of online and hybrid alternatives to traditional face-to-face instruction and, in order to facilitate student learning and engagement effectively, a bottom-up approach to redesign may be required instead of simply substituting teaching tools.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"674 - 686"},"PeriodicalIF":2.3,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44938271","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

‘We all sort of struggled through it together’: students’ lived experiences of university life during the pandemic “我们都在一起奋斗”:学生们在疫情期间的大学生活经历

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-03-23 DOI: 10.1080/0309877X.2023.2191175

Aleksandra Marchlinksa, Madeleine Pownall, P. Blundell-Birtill, Richard Harris

{"title":"‘We all sort of struggled through it together’: students’ lived experiences of university life during the pandemic","authors":"Aleksandra Marchlinksa, Madeleine Pownall, P. Blundell-Birtill, Richard Harris","doi":"10.1080/0309877X.2023.2191175","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2191175","url":null,"abstract":"ABSTRACT The COVID-19 pandemic led to significant changes to the student experience. Thus, there is a need to centre students’ lived experiences in pedagogical research which explores the effects of the pandemic on student life. The current study aimed to explore how the COVID-19 pandemic impacted undergraduate students, with a focus on students’ educational experiences, social interactions, and mental wellbeing. Open-ended questionnaires were disseminated to undergraduate students across the UK (N = 53). A student-centred reflexive thematic analysis identified four dominant themes that each relate to students’ lived experiences of Higher Education during COVID-19. These were: variations in motivation during the pandemic, the importance of personal connection, a disconnect between university and the student, and students’ development through adversity. These themes broadly demonstrate the variability in student experiences during the pandemic and, crucially, highlight the need for future education provision to centre personal connections, including between students and their institutions. Lack of interaction with staff and peers, as well as barriers to support, led to feelings of detachment from university. Implications for policy and practice are discussed.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"875 - 888"},"PeriodicalIF":2.3,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42657250","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 PhD by publication in the humanities and social sciences: a cross country analysis 人文社会科学博士学位:一项跨国分析

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-03-23 DOI: 10.1080/0309877X.2023.2190450

Brian Paltridge, S. Starfield

{"title":"The PhD by publication in the humanities and social sciences: a cross country analysis","authors":"Brian Paltridge, S. Starfield","doi":"10.1080/0309877X.2023.2190450","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2190450","url":null,"abstract":"ABSTRACT This paper examines the PhD by publication in the humanities and social sciences in US, UK, Canadian and Australian universities. A set of PhDs by publication from each of these countries were collected for the study. The theses were analysed to see to what extent they fitted, or not, with discussions of thesis types described in previous research into the PhD by publication. Interviews with students and supervisors were carried out to investigate the choices that students made in their writing. University rules for the submission of PhDs by publication and related policy documents are also examined. The study found that there seems to be a preference for different types of PhD by publication in each of the countries. In the US they were all prospective PhDs with the work being especially written for the thesis. In the UK, by contrast, retrospective PhDs, the PhD by published work, largely dominate. Canada was similar to the US, at least in the area of study where the data were collected for the paper, Education. In Australia, both prospective and retrospective PhDs were found, although it was the former, the prospective PhD, which dominated.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"863 - 874"},"PeriodicalIF":2.3,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43572549","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

Understanding higher education students’ sense of belonging: a qualitative meta-ethnographic analysis 理解高等教育学生的归属感：一个定性的元民族志分析

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-03-23 DOI: 10.1080/0309877X.2023.2191176

Gulsah Dost, Laura Mazzoli Smith

{"title":"Understanding higher education students’ sense of belonging: a qualitative meta-ethnographic analysis","authors":"Gulsah Dost, Laura Mazzoli Smith","doi":"10.1080/0309877X.2023.2191176","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2191176","url":null,"abstract":"ABSTRACT The current literature on ‘sense of belonging’ spans a number of disciplines, with no apparent consensus on definition between these, complicated by the fact that sense of belonging is temporal and context-sensitive (such as during COVID-19). In particular, a closer look at how students define sense of belonging is needed from an up-to-date perspective to help them feel more connected to the faculty/campus and improve their wellbeing and mental health in the ‘new normal’ and ‘next normal’ post-pandemic eras. Therefore, this study explores higher education students’ sense of belonging, a concept that has not been adequately conceptualised, from their perspectives. As these perspectives are subjective, an interpretive approach is required to generate rich meanings. This study has adopted a meta-ethnographic approach to synthesise qualitative studies, which allows for comparison and synthesis of studies into a new interpretation through translations. Interpretive qualitative synthesis resulted in one higher-order concept, four main concepts, and nineteen sub-concepts that conceptualise higher education students’ understanding of sense of belonging to their universities.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"822 - 849"},"PeriodicalIF":2.3,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49624529","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: 2

Equity, diversity, and inclusion – does social justice from the top trickle down? 公平、多样性和包容性——社会正义是从上层开始的吗？

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-03-16 DOI: 10.1080/0309877X.2023.2188178

Mike Fox, C. Kandiko Howson, Martyn Kingsbury

引用次数: 0