发布求助
文献互助 智能选刊 最新文献

Higher Education Research & Development最新文献

筛选
英文 中文
The role of agency in social justice education: insights from a practising inclusion in higher education micro-credential 机构在社会正义教育中的作用：来自高等教育微证书实践包容性的见解
2区 教育学
Higher Education Research & Development Pub Date : 2025-09-20 DOI: 10.1080/07294360.2025.2548277
Franziska Trede, Celina McEwen, Beate Mueller
{"title":"The role of agency in social justice education: insights from a practising inclusion in higher education micro-credential","authors":"Franziska Trede, Celina McEwen, Beate Mueller","doi":"10.1080/07294360.2025.2548277","DOIUrl":"https://doi.org/10.1080/07294360.2025.2548277","url":null,"abstract":"","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"45 3","pages":"800-815"},"PeriodicalIF":0.0,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147920751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Evolution of academic roles, the emergence of education focused roles, and the policy solutions needed for building resilience in education focused academic roles in higher education 学术角色的演变，以教育为重点的角色的出现，以及在高等教育中建立以教育为重点的学术角色的弹性所需的政策解决方案
2区 教育学
Higher Education Research & Development Pub Date : 2025-09-02 DOI: 10.1080/07294360.2025.2548280
Pauline M. Ross
{"title":"Evolution of academic roles, the emergence of education focused roles, and the policy solutions needed for building resilience in education focused academic roles in higher education","authors":"Pauline M. Ross","doi":"10.1080/07294360.2025.2548280","DOIUrl":"https://doi.org/10.1080/07294360.2025.2548280","url":null,"abstract":"","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"45 3","pages":"781-799"},"PeriodicalIF":0.0,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.tandfonline.com/doi/pdf/10.1080/07294360.2025.2548280?needAccess=true","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147898932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 6
Assessment for student transitions and success: a scoping review of assessment principles in Australian enabling education 学生过渡和成功的评估：澳大利亚赋能教育评估原则的范围审查
2区 教育学
Higher Education Research & Development Pub Date : 2025-08-21 DOI: 10.1080/07294360.2025.2543409
Elizabeth Goode, James Valentine, Amita Krautloher, Pranit Anand
{"title":"Assessment for student transitions and success: a scoping review of assessment principles in Australian enabling education","authors":"Elizabeth Goode, James Valentine, Amita Krautloher, Pranit Anand","doi":"10.1080/07294360.2025.2543409","DOIUrl":"https://doi.org/10.1080/07294360.2025.2543409","url":null,"abstract":"Enabling education, also known as foundation, pathway or access education, provides opportunities for many students from under-represented groups to access university. Although various studies have documented the effectiveness of these programmes, little is known about the assessment principles and practices in this sub-field of higher education. This paper offers the first scoping review of scholarly literature on assessment in Australian enabling education, summarising work from 2012 to late 2022. The review outlines where and how enabling assessment in Australia is discussed in the literature, and identifies thirteen pedagogical design principles linked to ‘enabling assessment’. These principles are characterised by a distinct ‘human-centred’ approach to assessment that focuses on personal development and empowerment alongside academic development. The deeper aim of transforming students’ self-concepts and equipping them to make valued changes in their lives is a core and defining feature of enabling assessment. However, we also identify that the literature is sparse and remains theoretically and conceptually underdeveloped. We recommend that future research includes more robust articulations of the philosophical and conceptual ideas underpinning approaches to assessment in enabling education, alongside examples of how this translates into assessment practices and student outcomes.","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"45 3","pages":"554-571"},"PeriodicalIF":0.0,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.tandfonline.com/doi/pdf/10.1080/07294360.2025.2543409?needAccess=true","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147895169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Medical students’ critical engagement with publications related to strategies addressing health disparities with Indigenous Peoples in Australia: critically iterative and iteratively critical 医学生批判性地参与与解决澳大利亚土著人民健康差距的战略有关的出版物：批判性、迭代性和迭代性的批判性
2区 教育学
Higher Education Research & Development Pub Date : 2025-08-18 DOI: 10.1080/07294360.2025.2525106
Hrishita Purohit, Nihal-Indir Lalwani, G. J. Love, Anne-Maree Ma, Lisa Urquhart, Reakeeta Smallwood, Anne Croker
{"title":"Medical students’ critical engagement with publications related to strategies addressing health disparities with Indigenous Peoples in Australia: critically iterative and iteratively critical","authors":"Hrishita Purohit, Nihal-Indir Lalwani, G. J. Love, Anne-Maree Ma, Lisa Urquhart, Reakeeta Smallwood, Anne Croker","doi":"10.1080/07294360.2025.2525106","DOIUrl":"https://doi.org/10.1080/07294360.2025.2525106","url":null,"abstract":"","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"44 6","pages":"1413-1428"},"PeriodicalIF":0.0,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147899004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Feedback partnerships: strengthening students’ proactive recipience through co-creating dialogic feedback 反馈伙伴关系：通过共同创造对话反馈，加强学生的主动接受
2区 教育学
Higher Education Research & Development Pub Date : 2025-01-27 DOI: 10.1080/07294360.2024.2445570
Jessica To
{"title":"Feedback partnerships: strengthening students’ proactive recipience through co-creating dialogic feedback","authors":"Jessica To","doi":"10.1080/07294360.2024.2445570","DOIUrl":"https://doi.org/10.1080/07294360.2024.2445570","url":null,"abstract":"While the role of students in feedback is indisputable, developing learners’ proactivity in feedback processes remains challenging. This conceptual paper addresses this issue by proposing feedback partnerships (FP) to strengthen students’ proactive recipience. This approach emphasises a balance of power between students and teachers in feedback dialogue and their collaborative endeavours to co-create productive feedback. FP’s theoretical underpinnings, two precursors (dialogue and trust) and three core values (respect, reciprocity, and shared responsibility) are examined to shed light on FP conceptualisation. The key optimal conditions for and barriers to partnership development are discussed, followed by a feedback co-creation model and illustrative cases to delineate FP operationalisation. Implications for practice and future research directions are outlined.<br>","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"44 4","pages":"1008-1023"},"PeriodicalIF":0.0,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"http://hub.hku.hk/bitstream/10722/358200/1/content.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147915807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 4
Intentions versus outcomes in doctoral degree completion 完成博士学位的意向与结果
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-09-09 DOI: 10.1080/07294360.2024.2396347
Saule Bekova
{"title":"Intentions versus outcomes in doctoral degree completion","authors":"Saule Bekova","doi":"10.1080/07294360.2024.2396347","DOIUrl":"https://doi.org/10.1080/07294360.2024.2396347","url":null,"abstract":"The decline in doctoral program completion has become one of the main challenges in doctoral education worldwide. As concern about this issue grows, the number of studies examining the topic has al...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"2 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142213564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Using crowdfunding as a source of research funding: challenges and required competences 利用众筹作为研究资金来源：挑战和所需能力
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-09-02 DOI: 10.1080/07294360.2024.2396341
Regina Lenart-Gansiniec
{"title":"Using crowdfunding as a source of research funding: challenges and required competences","authors":"Regina Lenart-Gansiniec","doi":"10.1080/07294360.2024.2396341","DOIUrl":"https://doi.org/10.1080/07294360.2024.2396341","url":null,"abstract":"Using crowdfunding as a source of research funding is becoming a more and more important part of the landscape of higher education institutions. The relevant literature indicates that the success o...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"90 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142213560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Students’ informal learning interactions in health professions education: insights from a qualitative synthesis 卫生专业教育中学生的非正式学习互动：定性综述的启示
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-09-02 DOI: 10.1080/07294360.2024.2393125
Sarah Barradell, Amani Bell, Kate Thomson, Jessica Hughes
{"title":"Students’ informal learning interactions in health professions education: insights from a qualitative synthesis","authors":"Sarah Barradell, Amani Bell, Kate Thomson, Jessica Hughes","doi":"10.1080/07294360.2024.2393125","DOIUrl":"https://doi.org/10.1080/07294360.2024.2393125","url":null,"abstract":"Despite being recognised as complementary to formal learning, informal learning is not yet well understood. Using a qualitative synthesis approach, we systematically reviewed how students’ informal...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"20 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142213562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Including LGBTQ+ early career higher education staff: learning from the policy and practice for supporting LGBTQ+ students 纳入 LGBTQ+ 早期职业高等教育人员：从支持 LGBTQ+ 学生的政策和实践中学习
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-08-26 DOI: 10.1080/07294360.2024.2393117
Adam Tate, Jonathan Glazzard
{"title":"Including LGBTQ+ early career higher education staff: learning from the policy and practice for supporting LGBTQ+ students","authors":"Adam Tate, Jonathan Glazzard","doi":"10.1080/07294360.2024.2393117","DOIUrl":"https://doi.org/10.1080/07294360.2024.2393117","url":null,"abstract":"This discursive paper addresses the lack of recent robust research on the experiences of Lesbian, Gay, Bisexual, Trans, Queer or Questioning (LGBTQ+) Higher Education (HE) staff, particularly Early...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"71 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142213561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Professional adaptation of international academics: a critical discussion through the lens of complexity theory 国际学术界的专业适应：从复杂性理论的视角进行批判性讨论
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-08-19 DOI: 10.1080/07294360.2024.2385359
Sun Yee Yip, Thi Diem Hang Khong, Eisuke Saito
{"title":"Professional adaptation of international academics: a critical discussion through the lens of complexity theory","authors":"Sun Yee Yip, Thi Diem Hang Khong, Eisuke Saito","doi":"10.1080/07294360.2024.2385359","DOIUrl":"https://doi.org/10.1080/07294360.2024.2385359","url":null,"abstract":"The number of international academics in universities has increased steadily over the past decades, driven by universities’ internationalisation strategies to enhance their competitiveness in the g...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"7 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142213563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信
小红书