Higher Education最新文献_第10页

Queer students in international higher education: a review of distinct motivations, considerations, and challenges 国际高等教育中的同性恋学生：独特动机、考虑因素和挑战综述

IF 5 1区教育学

Higher Education Pub Date : 2024-02-10 DOI: 10.1007/s10734-024-01183-4

Anne C. Campbell, Jordyn Dezago, Quintessence Townsend

{"title":"Queer students in international higher education: a review of distinct motivations, considerations, and challenges","authors":"Anne C. Campbell, Jordyn Dezago, Quintessence Townsend","doi":"10.1007/s10734-024-01183-4","DOIUrl":"https://doi.org/10.1007/s10734-024-01183-4","url":null,"abstract":"Pursuing education overseas is a high impact practice in higher education. Students who identify as LGBTQIA + —commonly referred to as “queer,” an umbrella term—may be more likely to participate yet face additional unique challenges. Using a systematic review of literature across multiple disciplines, this paper explores LGBTQIA + students’ motivations, identity development, and university experiences while participating in education overseas. It also aims to define the term queer international student and examines the theoretical frames used to understand this population in the literature. Findings show that literature carves out a composite of students who view, and sometimes actively seek, overseas education to develop themselves, express their identities, and live in communities that are more welcoming and safer than those at home. However, they also face conflict in English language classrooms, on campuses, and with their families as they navigate expectations, with some switching between cisheteronormative and queer identities in different communities. On university campuses, scholars noted, queer international students can be viewed singularly as international students, with their sexual orientations and other intersectional identities going unrecognized or being erased. Moreover, higher education scholars and practitioners often do not designate—or perhaps exclude—international students in studies and programming for LGBTQIA + students. As a result, queer international students may not feel like they belong in any group and risk being double-marginalized in higher education. This paper concludes with five recommendations for additional research in this emerging subfield of higher education literature.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139763756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

How free tuition became a policy in Chile: the importance of policy actors and their beliefs 免费学费如何成为智利的一项政策：政策参与者及其信念的重要性

IF 5 1区教育学

Higher Education Pub Date : 2024-02-08 DOI: 10.1007/s10734-024-01188-z

{"title":"How free tuition became a policy in Chile: the importance of policy actors and their beliefs","authors":"","doi":"10.1007/s10734-024-01188-z","DOIUrl":"https://doi.org/10.1007/s10734-024-01188-z","url":null,"abstract":"<h3>Abstract</h3> In recent decades, there has been a revival of free tuition policies around the world. Understanding the current revival of these policies is particularly important as it positions higher education as a social right or public good challenging the predominant discourse that situates higher education as a private good. Chile, a country often characterized as a neoliberal laboratory, implemented a free-tuition policy in 2016 and offers a case study to understand the policy formation and the political dynamics behind it. Based on the advocacy coalition framework and using discourse network analysis and in-depth interviews, this paper focuses on identifying the main actors involved in the policy discussion, their beliefs about free college in Chile, and how they interact during the policy development. Findings show that the Chilean free tuition policy was the result of the joint actions of actors who shared similar beliefs and formed coalitions to try to influence the policy design. Findings also highlight the formation of two opposite coalitions that were able to introduce their beliefs into the policy design at political and technical levels. Implications for policymakers and researchers are discussed.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139763758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

When doubts take over: a longitudinal study on emerging disengagement in the PhD process 当疑虑占据上风时：对博士过程中出现的脱离现象的纵向研究

IF 5 1区教育学

Higher Education Pub Date : 2024-02-07 DOI: 10.1007/s10734-023-01164-z

Aida Alisic, Ruth Noppeney, Bettina S. Wiese

引用次数: 0

‘Playing the same game differently’: constituting academic identities in four disciplines 以不同方式玩同样的游戏"：四个学科的学术身份构成

IF 5 1区教育学

Higher Education Pub Date : 2024-02-05 DOI: 10.1007/s10734-024-01187-0

Linlin Xu, Mark Barrow

{"title":"‘Playing the same game differently’: constituting academic identities in four disciplines","authors":"Linlin Xu, Mark Barrow","doi":"10.1007/s10734-024-01187-0","DOIUrl":"https://doi.org/10.1007/s10734-024-01187-0","url":null,"abstract":"Whilst many studies have explored academic identity construction, very few take a comparative perspective to examine the various ways of constructing academic identities within and across different disciplines. This paper analyses a key policy document used for evaluating academics’ performance along with semi-structured interviews with 37 academics from Chemical Sciences, Medical Sciences, Nursing and Education working in a research-intensive New Zealand university. The use of Foucault’s theoretical construct of games of truth provides a novel perspective to investigate the ways in which academics in different disciplines play the academic ‘game’ and how this might affect their construction of an academic identity. Our analysis suggests that the path into academia is a key factor in their trajectory of academic formation. The study suggests three types of ‘valid’ academics. It problematises the standardised definition and evaluation of academics and offers contextualised, multiple, dynamic and agential understandings of being and becoming set up through the interplay of forces arising from disciplinary, institutional, professional and personal spheres.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139763812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Decolonising the African doctorate: transforming the foundations of knowledge 非洲博士学位非殖民化：转变知识基础

IF 5 1区教育学

Higher Education Pub Date : 2024-01-30 DOI: 10.1007/s10734-024-01185-2

Mishack T. Gumbo, Christopher B. Knaus, Velisiwe G. Gasa

{"title":"Decolonising the African doctorate: transforming the foundations of knowledge","authors":"Mishack T. Gumbo, Christopher B. Knaus, Velisiwe G. Gasa","doi":"10.1007/s10734-024-01185-2","DOIUrl":"https://doi.org/10.1007/s10734-024-01185-2","url":null,"abstract":"Despite revolutions, ongoing student protests, and long-standing transformational efforts, African higher education remains steeped in a colonial model, with current structures, approaches, and purposes paralleling Western universities. The doctorate, the highest level of formal education one can attain, reflects this commitment to Western domination, relying upon European conceptions of knowledge to shape the entire research process. Thus, knowledge construction in higher education, and particularly in the African doctorate, has remained fixed to Eurocentrism. This conceptual article presents a critical race theory model to transform the African doctorate towards a social justice orientation, arguing for investments in race-conscious, Black affirming approaches that recognise doctoral researcher positionalities and African languages as ways to disrupt socio-political and racialised contexts. This transformation requires re-alignment of the entire research endeavour through an Ubuntu lens, with doctoral recipients engaging in training and support that embody antiracist, decolonial, and African Indigenous-affirming approaches.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139649351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Three perspectives on leadership in higher education: traditionalist, reformist, pragmatist 高等教育领导力的三个视角：传统主义、改革主义、实用主义

IF 5 1区教育学

Higher Education Pub Date : 2024-01-29 DOI: 10.1007/s10734-023-01174-x

Bruce Macfarlane, Richard Bolden, Richard Watermeyer

{"title":"Three perspectives on leadership in higher education: traditionalist, reformist, pragmatist","authors":"Bruce Macfarlane, Richard Bolden, Richard Watermeyer","doi":"10.1007/s10734-023-01174-x","DOIUrl":"https://doi.org/10.1007/s10734-023-01174-x","url":null,"abstract":"There is a fragmented and complex literature about higher education leadership representing a diversity of ideological perspectives about its nature and purposes. Internationally, the literature has been strongly shaped by the importation of concepts and theories from management studies and a tradition of scholarship led by university leader-researchers. Drawing on an extensive literature review—drawing on over 250 books, book chapters, reports and journal articles—this paper identifies three key perspectives. The Traditionalist perspective is concerned with the cultural context, arguing that the import of neoliberal business practices into university leadership and management has undermined academic self-governance. The Reformist perspective focuses on values from a social justice perspective arguing for a more democratic and inclusive style of leadership including participation from historically under-represented groups. Finally, the Pragmatist perspective is more functionally focused in identifying the capabilities, skills and competences needed for effective leadership in universities at all levels. These three perspectives provide important insights into the culture, values and competences of university leadership reflecting the distinctive culture of higher education (traditionalist), its values as a reflection of wider society (reformist) and how best to practically manage and achieve positive change in such an environment (pragmatist). An appreciation of these perspectives and the skills, values and knowledge embedded in the literature will facilitate the evolution of leadership development and practice in alignment with contemporary organisational needs and societal expectations.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139649466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Understanding the growing contributions of China to leading international higher education journals 了解中国对国际主要高等教育期刊的贡献日益增加

IF 5 1区教育学

Higher Education Pub Date : 2024-01-27 DOI: 10.1007/s10734-024-01189-y

Kai Zhao, Huiqing Liang, Jiali Li

引用次数: 0

Brexit and the War for Talents: Push & pull evidence about competitiveness 英国脱欧与人才争夺战：有关竞争力的推拉证据

IF 5 1区教育学

Higher Education Pub Date : 2024-01-27 DOI: 10.1007/s10734-024-01186-1

Giulio Marini

引用次数: 0

Australian PhD graduates’ agency in navigating their career pathways: stories from social sciences 澳大利亚博士毕业生在职业发展道路上的能动性：来自社会科学的故事

IF 5 1区教育学

Higher Education Pub Date : 2024-01-26 DOI: 10.1007/s10734-024-01181-6

Binh Ta, Cuong Hoang, Hang Khong, Trang Dang

{"title":"Australian PhD graduates’ agency in navigating their career pathways: stories from social sciences","authors":"Binh Ta, Cuong Hoang, Hang Khong, Trang Dang","doi":"10.1007/s10734-024-01181-6","DOIUrl":"https://doi.org/10.1007/s10734-024-01181-6","url":null,"abstract":"Despite limited opportunities for tenured academic positions, the number of PhD graduates in Social Sciences has steadily risen in countries with developed research systems. The current literature predominantly portrays PhD graduates as victims, either of the higher education system or of their own optimism in pursuing an academic career. This paper takes an alternative stance by spotlighting the agency exhibited by PhD graduates in Social Sciences as they deftly navigate their career pathways amid the constrained academic job market. Specifically, we adopt an ecological perspective of agency to explore how PhD graduates in Social Sciences exercise their agency in navigating their career from the beginning of their PhD candidature until up to 5 years after graduation. We employ a narrative approach to delve into the employment journeys of twenty-three PhD graduates. Within this cohort, we select to report four participants from four Australian universities, each possessing distinct career trajectories. Our analysis highlights agency as the link between various personal and institutional factors that shape our participants’ career trajectories. Based on this finding, we offer recommendations for practice and policy changes that appreciate PhD graduates’ agency.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139590665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Promoting students’ interest through culturally sensitive curricula in higher education 通过对文化敏感的高等教育课程提高学生的兴趣

IF 5 1区教育学

Higher Education Pub Date : 2024-01-25 DOI: 10.1007/s10734-023-01172-z

Kathleen M. Quinlan, Dave S. P. Thomas, Annette Hayton, Jo Astley, Leda Blackwood, Fatmata K. Daramy, Morag Duffin, Muhammad Arslan Haider, Deborah Husbands, Richard Joiner, Helen Kay, Mary Mosoeunyane, Ian J. Turner, Claire Walsh, Dan West

{"title":"Promoting students’ interest through culturally sensitive curricula in higher education","authors":"Kathleen M. Quinlan, Dave S. P. Thomas, Annette Hayton, Jo Astley, Leda Blackwood, Fatmata K. Daramy, Morag Duffin, Muhammad Arslan Haider, Deborah Husbands, Richard Joiner, Helen Kay, Mary Mosoeunyane, Ian J. Turner, Claire Walsh, Dan West","doi":"10.1007/s10734-023-01172-z","DOIUrl":"https://doi.org/10.1007/s10734-023-01172-z","url":null,"abstract":"Previous studies have emphasized culturally sensitive curricula in the context of enhancing minoritized students’ education. We examined the relationship between second-year higher education students’ perceptions of the cultural sensitivity of their curriculum and both majoritized and minoritized students’ interest in their course. A total of 286 (228 F) students rated the cultural sensitivity of their curriculum on six scales using a revised version of the Culturally Sensitive Curricula Scales (CSCS-R), the perceived quality of their relationships with teachers, and their interest. The CSCS-R widened the construct with two new scales and showed better reliability. Ethnic minority students (n = 99) perceived their curriculum as less culturally sensitive than White students (n = 182), corroborating previous findings. Black students perceived their curriculum as less culturally sensitive than Asian students. There were no significant differences between ethnic minority and White students on interest or perceived quality of relationships with teachers. Five dimensions of cultural sensitivity (Diversity Represented, Positive Depictions, Challenge Power, Inclusive Classroom Interactions, Culturally Sensitive Assessments) and perceived quality of relationships with teachers predicted interest. Ethnicity did not. Ensuring curricula and assessments represent diversity positively, challenge power and are inclusive may support students’ interest while reflecting an increasingly diverse society.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139585548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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