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Higher Education Research & Development最新文献

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Direct instruction or active learning? The spectrum of first-year university teaching practices 直接教学还是主动学习？大学一年级教学实践的范围
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-06-18 DOI: 10.1080/07294360.2024.2366318
Manuel Bächtold, Jacqueline Papet, Dominique Barbe Asensio, Appolinaire Ngoua Ondo
{"title":"Direct instruction or active learning? The spectrum of first-year university teaching practices","authors":"Manuel Bächtold, Jacqueline Papet, Dominique Barbe Asensio, Appolinaire Ngoua Ondo","doi":"10.1080/07294360.2024.2366318","DOIUrl":"https://doi.org/10.1080/07294360.2024.2366318","url":null,"abstract":"This study aims to gain a better understanding of the practices of first-year university teachers by considering the distinction between direct instruction and active learning. It is based on the r...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"77 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141500715","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
A conceptual model for program-level assessment 计划层面评估的概念模型
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-06-18 DOI: 10.1080/07294360.2024.2364094
Nicholas Charlton, Richard Newsham-West
{"title":"A conceptual model for program-level assessment","authors":"Nicholas Charlton, Richard Newsham-West","doi":"10.1080/07294360.2024.2364094","DOIUrl":"https://doi.org/10.1080/07294360.2024.2364094","url":null,"abstract":"Program-level assessment is a holistic approach for arranging assessments throughout a degree program that supports sequential development of discipline knowledge, transferable skills and career re...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"32 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141500714","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’ perspectives of alignment between teaching-learning methods and the promotion of social innovation competencies 学生对教学方法与促进社会创新能力之间一致性的看法
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-06-18 DOI: 10.1080/07294360.2024.2354278
Adela García-Aracil, Rosa Isusi-Fagoaga, Ester Planells-Aleixandre
{"title":"Students’ perspectives of alignment between teaching-learning methods and the promotion of social innovation competencies","authors":"Adela García-Aracil, Rosa Isusi-Fagoaga, Ester Planells-Aleixandre","doi":"10.1080/07294360.2024.2354278","DOIUrl":"https://doi.org/10.1080/07294360.2024.2354278","url":null,"abstract":"This paper analyzes students’ perceptions of how teaching-learning methods influence the promotion of higher education students’ social innovation competencies based on a sustainability framework. ...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"8 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141500664","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
Work-integrated learning for students with disabilities: time for meaningful change 残疾学生融入工作的学习：是时候进行有意义的变革了
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-05-31 DOI: 10.1080/07294360.2024.2354242
Denise Jackson, Mollie Dollinger, Laura Gatto, David Drewery, Rola Ajjawi, Anne-Marie Fannon
{"title":"Work-integrated learning for students with disabilities: time for meaningful change","authors":"Denise Jackson, Mollie Dollinger, Laura Gatto, David Drewery, Rola Ajjawi, Anne-Marie Fannon","doi":"10.1080/07294360.2024.2354242","DOIUrl":"https://doi.org/10.1080/07294360.2024.2354242","url":null,"abstract":"The global push towards widening participation for equity cohorts, including students with disabilities, is promising, but it is yet to translate into improved employment experiences. In this comme...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"3 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141500716","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
A systematic review of research on early career academics’ identity in neoliberal higher education from 2008 to 2022 对 2008 至 2022 年新自由主义高等教育中早期职业学者身份认同研究的系统回顾
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-05-27 DOI: 10.1080/07294360.2024.2354288
Luyao Elva Zhang, Yang Frank Gong
{"title":"A systematic review of research on early career academics’ identity in neoliberal higher education from 2008 to 2022","authors":"Luyao Elva Zhang, Yang Frank Gong","doi":"10.1080/07294360.2024.2354288","DOIUrl":"https://doi.org/10.1080/07294360.2024.2354288","url":null,"abstract":"Early career academics (ECAs) are a highly vulnerable group, typically facing job insecurities, persistent pressure to publish, and conflicts in academic values and beliefs. Researchers have noted ...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"19 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141500717","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 doctorates reconciling academic and professional knowledge: towards a diffractive re-reading 调和学术与专业知识的专业博士学位：走向衍射式重读
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-04-26 DOI: 10.1080/07294360.2024.2339844
Carol Azumah Dennis, Fiona Aubrey-Smith, Inma Alvarez, Philippa Waterhouse, Gillian Ferguson
{"title":"Professional doctorates reconciling academic and professional knowledge: towards a diffractive re-reading","authors":"Carol Azumah Dennis, Fiona Aubrey-Smith, Inma Alvarez, Philippa Waterhouse, Gillian Ferguson","doi":"10.1080/07294360.2024.2339844","DOIUrl":"https://doi.org/10.1080/07294360.2024.2339844","url":null,"abstract":"This paper explores the different epistemologies that define the Professional Doctorate, paying close attention to how Postgraduate Researchers (PGRs) doing a Professional Doctorate reconcile acade...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"43 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141151728","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
Academic integrity or academic misconduct? Conceptual difficulties in higher education and the potential contribution of student demographic factors 学术诚信还是学术不端？高等教育中的概念难题和学生人口因素的潜在影响
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-04-24 DOI: 10.1080/07294360.2024.2339833
R. Harrad, R. Keasley, L. Jefferies
{"title":"Academic integrity or academic misconduct? Conceptual difficulties in higher education and the potential contribution of student demographic factors","authors":"R. Harrad, R. Keasley, L. Jefferies","doi":"10.1080/07294360.2024.2339833","DOIUrl":"https://doi.org/10.1080/07294360.2024.2339833","url":null,"abstract":"Academic misconduct and academic integrity are issues of importance to Higher Education Institutions (HEIs). Phraseologies and practices may conflate unintentional mistakes with attempts to gain il...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"12 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141151723","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
Where has the joy gone? A qualitative exploration of academic university work during crisis and change 快乐去哪儿了？危机和变革时期大学学术工作的定性探索
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-04-16 DOI: 10.1080/07294360.2024.2339836
Craig Whitsed, Antonia Girardi, John P. Williams, Scott Fitzgerald
{"title":"Where has the joy gone? A qualitative exploration of academic university work during crisis and change","authors":"Craig Whitsed, Antonia Girardi, John P. Williams, Scott Fitzgerald","doi":"10.1080/07294360.2024.2339836","DOIUrl":"https://doi.org/10.1080/07294360.2024.2339836","url":null,"abstract":"Universities continue to evolve and adapt to changes brought about by external events such as the COVID-19 pandemic, shifts in government policy, technological advancements, and geopolitics. A sign...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"1962 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573175","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
University pathway teachers’ salient beliefs of inclusive education: an elicitation study of the Theory of Planned Behaviour 大学路径教师对全纳教育的突出信念：计划行为理论的激发研究
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-04-16 DOI: 10.1080/07294360.2024.2332247
Nelson H. N. Lo, Ilektra Spandagou, David Evans
{"title":"University pathway teachers’ salient beliefs of inclusive education: an elicitation study of the Theory of Planned Behaviour","authors":"Nelson H. N. Lo, Ilektra Spandagou, David Evans","doi":"10.1080/07294360.2024.2332247","DOIUrl":"https://doi.org/10.1080/07294360.2024.2332247","url":null,"abstract":"The Theory of Planned Behaviour (TPB) has been increasingly used in the field of inclusive education to develop instruments that predict teachers’ inclusive behaviour. To ensure the instrument deve...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"109 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573409","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
Optimism bias as a barrier to accessing mental health support amongst tertiary students 乐观偏见是大学生获得心理健康支持的障碍之一
IF 3.2 2区 教育学
Higher Education Research & Development Pub Date : 2024-04-16 DOI: 10.1080/07294360.2024.2339838
N. Stanley-Clarke, A. Hay, R. Marris, A. Ryan, J. Knook, L. Winder
{"title":"Optimism bias as a barrier to accessing mental health support amongst tertiary students","authors":"N. Stanley-Clarke, A. Hay, R. Marris, A. Ryan, J. Knook, L. Winder","doi":"10.1080/07294360.2024.2339838","DOIUrl":"https://doi.org/10.1080/07294360.2024.2339838","url":null,"abstract":"Student wellbeing is a key concern for those delivering tertiary education. Tertiary providers such as universities use a range of techniques to support student wellbeing through times of stress. T...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"46 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573538","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
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