Higher Education最新文献_第2页

Revisiting values in evaluation: exploring the role of values in shaping evaluation practices and their influences on decision-making within English higher education providers. 重新审视评估中的价值观：探索价值观在塑造评估实践中的作用及其对英国高等教育提供者决策的影响。

IF 4.6 1区教育学

Higher Education Pub Date : 2025-01-01 Epub Date: 2024-10-28 DOI: 10.1007/s10734-024-01335-6

Catherine Kelly

{"title":"Revisiting values in evaluation: exploring the role of values in shaping evaluation practices and their influences on decision-making within English higher education providers.","authors":"Catherine Kelly","doi":"10.1007/s10734-024-01335-6","DOIUrl":"https://doi.org/10.1007/s10734-024-01335-6","url":null,"abstract":"Theoretical and empirical contributions to research on evaluation have advanced our understanding of how values influence evaluation practice. Yet rather than understand how values shape evaluation and its use, research on the evaluation of widening participation (WP) programmes delivered by English higher education (HE) providers has focused on methodological deficits. Rather, this study explores the complexity of how national policy, organisational imperatives and the individual values of staff responsible for WP within HE providers influence how evaluation is practised and used to inform decision-making. The results of semi-structured interviews with 17 staff members spanning the organisational hierarchy of three diverse English HE providers highlight conflicts between staff values, job roles and responsibilities and espoused organisational values, and how they can influence symbolic and legitimising evaluation practices. Alternatively, at the individual level staff values support the process and instrumental use of evaluation to inform programme improvements. The findings identify implications for how HE providers can shape their evaluation systems, and how staff choose to enact evaluation within their programme areas.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"90 2","pages":"545-562"},"PeriodicalIF":4.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12413420/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145015218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

War, higher education and development: the experience for educationalists at Gaza's universities. 战争、高等教育与发展：加沙大学教育工作者的经验。

IF 4.6 1区教育学

Higher Education Pub Date : 2025-01-01 Epub Date: 2024-11-16 DOI: 10.1007/s10734-024-01353-4

Mona Jebril

{"title":"War, higher education and development: the experience for educationalists at Gaza's universities.","authors":"Mona Jebril","doi":"10.1007/s10734-024-01353-4","DOIUrl":"10.1007/s10734-024-01353-4","url":null,"abstract":"The 2014 Israeli war on the Gaza Strip was described, as the 'longest' and 'most violent', compared to previous wars since 2008. This paper reports on this war experiences for educationalists (academic staff and students) at two of Gaza's universities. It draws on 36 in-depth semi-structured interviews with educationalists in the Gaza Strip, which I conducted via Skype and mobile/phones from the UK, for my PhD research at the University of Cambridge. Theoretically, the inductive study uses insights from Freire's Pedagogy of the Oppressed and Bourdieu's work on symbolic violence, retrospectively. Findings from this research show the impact of the war on Gaza's educationalists has varied between vulnerability and resilience. The memories of loss, fear, and dehumanization continued to affect educationalists, even after the war came to halt. Some of Gaza's universities buildings, and facilities were also damaged. Consequently, Gaza's universities found themselves in a dilemma on how to manage immediate needs, with developmental prospects. This paper documents the history of Gaza's universities, enhancing our sociological understanding of the experiences of higher education in the Gaza Strip, and the challenges for its development. The research widens the geographical scope of research on conflict, and education, by including the experiences of educationalists in the occupied and besieged context of Gaza, which is significantly under-researched. Insights from this research could be useful to inform the process of reconstruction of higher education in the Gaza Strip, after Israel's ongoing war on the Gaza Strip, since 7th October 2023 comes to end.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"90 3","pages":"841-859"},"PeriodicalIF":4.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12491343/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

“Writing for English-medium publication is a journey to nowhere — no route and no tools”: Russian academics’ perceptions of the existing publication support "为以英语为媒介的出版物写作是一场无处可去的旅行--没有路线，也没有工具"：俄罗斯学者对现有出版支持的看法

IF 5 1区教育学

Higher Education Pub Date : 2024-09-19 DOI: 10.1007/s10734-024-01292-0

Zhanna Anikina, Ksenia Girfanova, Liubov Goncharova

{"title":"“Writing for English-medium publication is a journey to nowhere — no route and no tools”: Russian academics’ perceptions of the existing publication support","authors":"Zhanna Anikina, Ksenia Girfanova, Liubov Goncharova","doi":"10.1007/s10734-024-01292-0","DOIUrl":"https://doi.org/10.1007/s10734-024-01292-0","url":null,"abstract":"Publishing research in English-medium international journals has become highly valued in various academic contexts. The Russian academic context is part of this trend, which puts new pressures on Russian academics. Although a range of measures has been undertaken as publication support, Russian academics’ ability to produce high-quality papers for English-medium international journals remains low. In this paper, we present a study conducted to gain a better understanding of the possible reasons for this phenomenon. It draws on documentary sources produced by 139 academics working at 26 Russian universities. The findings of the study indicate that a large number of Russian academics remain under-represented; the existing publication support is still not focusing appropriately on publishing in English-medium international journals, and is insufficiently diverse to satisfy Russian academics’ individual needs. We conclude by suggesting that wider audiences of Russian academics should be engaged in publication efforts; higher education policymakers and institutional leaders should reconsider the role that higher education institutions play in preparing academics for publishing in English-medium international journals; publication support should focus appropriately on publishing in these journals. This paper will make a useful contribution to the literature by providing fresh insights into the issues experienced by Russian academics along their publication path and determining the areas that need to be addressed. In particular, this may be useful for academics from post-Soviet countries since many of them share common research traditions. However, potential beneficiaries are not limited to them.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"18 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142257151","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

The enigma of collegiality: collegiality frames and institutional logics in US higher education 合议之谜：美国高等教育中的合议框架和制度逻辑

IF 5 1区教育学

Higher Education Pub Date : 2024-09-11 DOI: 10.1007/s10734-024-01290-2

Ryoko Yamamoto

{"title":"The enigma of collegiality: collegiality frames and institutional logics in US higher education","authors":"Ryoko Yamamoto","doi":"10.1007/s10734-024-01290-2","DOIUrl":"https://doi.org/10.1007/s10734-024-01290-2","url":null,"abstract":"The principle of collegiality is one of the philosophical backbones of academic tradition. However, in the USA, institutional policies that aim to enforce collegiality have met strong opposition. This paper examines the framings of collegiality in American higher education and underlying institutional logics through qualitative content analysis of the Chronicle of Higher Education articles published between 2013 and 2022. The analysis identified six collegiality frames: Communal Ties, Collective Responsibilities, Likability/Interpersonal Skills, Cultural Fit, Willingness to Serve, and Coerced Conformity. Most typically, collegiality is portrayed as a characteristic of the faculty community marked by collaborative interactions. The framing of collegiality as communal ties is often accompanied by a “narrative of loss” (Kligyte & Barrie, 2014). Career advice articles targeting academic job seekers and faculty review candidates frame collegiality as a desirable individual quality and an implicit yet crucial criterion in peer evaluation. In contrast, articles discussing institutional policies and employment disputes offer a more critical framing, presenting a view of collegiality as an euphemism for coerced conformity and an instrument for managerial control. This paper contends that the divergent collegiality framings reflect the interplay of competing institutional logics and logic casting within the higher education landscape.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"265 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142210800","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

Exploring perceptions of public good(s), government, and global contributions in Japanese higher education: a phenomenographic approach 探索日本高等教育对公益、政府和全球贡献的认识：一种现象学方法

IF 5 1区教育学

Higher Education Pub Date : 2024-09-10 DOI: 10.1007/s10734-024-01299-7

Futao Huang, Lilan Chen, Kiyomi Horiuchi

{"title":"Exploring perceptions of public good(s), government, and global contributions in Japanese higher education: a phenomenographic approach","authors":"Futao Huang, Lilan Chen, Kiyomi Horiuchi","doi":"10.1007/s10734-024-01299-7","DOIUrl":"https://doi.org/10.1007/s10734-024-01299-7","url":null,"abstract":"This study explores the multifaceted concept of “public good(s)” in the context of Japanese higher education. Through interviews with 11 stakeholders, including policymakers, representatives from academic associations, and institutional leaders from two national universities, the research reveals that “public good(s)” are perceived as societal benefits transcending individual interests, emphasizing inclusivity and open access. It underscores higher education and research’s diverse roles in fostering “public good(s)” by cultivating enlightened citizens, generating knowledge, and promoting collaboration. The study highlights the evolving government-higher education relationship in Japan, transitioning from traditional intervention to strategic planning and policy guidance while maintaining a delicate balance between financial support and institutional autonomy. Personal backgrounds and identities shape stakeholders’ interpretations and recommendations, contributing to the nuanced understanding of “public good(s)” in Japan’s higher education landscape. The research also draws comparisons with global trends, emphasizing Japan’s distinctive reliance on government funding, STEM focus, and commitment to global contributions rooted in cultural values. Ultimately, this study provides valuable insights into the complex dynamics of government-higher education relationships and the concept of “public good(s)” in Japanese higher education.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"61 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226674","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

Navigating public goods: Chilean public universities and their transformative role in Latin America 引导公共产品：智利公立大学及其在拉丁美洲的变革作用

IF 5 1区教育学

Higher Education Pub Date : 2024-09-10 DOI: 10.1007/s10734-024-01298-8

Carolina Guzmán-Valenzuela

{"title":"Navigating public goods: Chilean public universities and their transformative role in Latin America","authors":"Carolina Guzmán-Valenzuela","doi":"10.1007/s10734-024-01298-8","DOIUrl":"https://doi.org/10.1007/s10734-024-01298-8","url":null,"abstract":"This paper explores the complex relationship between higher education and the concept of public goods in Spanish-speaking countries in Latin America, with a particular focus on Chile. Through an extensive literature review, the study examines the evolving meanings of public, public/common/global goods in Spanish culture in the context of higher education, highlighting the region’s unique historical and socio-political challenges. Using an interpretive methodology, the research captures the perceptions of 55 academics from two public universities in Chile. The findings reveal a multifaceted view of the role of public universities, intertwined with notions of public goods and global public goods. Despite the challenges posed by privatisation and market forces, the unwavering commitment of these institutions to the production of public goods and to social responsibility and societal transformation stands out. The research highlights the role of universities as local problem solvers and global change agents. It concludes that while Chilean public universities face market dynamics, government policies and fiscal constraints, their commitment to societal development remains resolute.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"39 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142210799","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

The importance of international and national publications for promotion and the impact of recruitment policies 国际和国内出版物对晋升的重要性以及招聘政策的影响

IF 5 1区教育学

Higher Education Pub Date : 2024-09-09 DOI: 10.1007/s10734-024-01306-x

Lokman Tutuncu, Marco Seeber

引用次数: 0

Exploring perspectives: a scoping review of the challenges facing doctoral training in Africa 探索视角：对非洲博士培训面临的挑战进行范围界定审查

IF 5 1区教育学

Higher Education Pub Date : 2024-09-06 DOI: 10.1007/s10734-024-01264-4

Oluwatomilayo Omoya, Udeme Samuel Jacob, Olumide A. Odeyemi, Omowale A. Odeyemi

{"title":"Exploring perspectives: a scoping review of the challenges facing doctoral training in Africa","authors":"Oluwatomilayo Omoya, Udeme Samuel Jacob, Olumide A. Odeyemi, Omowale A. Odeyemi","doi":"10.1007/s10734-024-01264-4","DOIUrl":"https://doi.org/10.1007/s10734-024-01264-4","url":null,"abstract":"Given the growing demand to produce PhD holders in Africa, it is crucial to grasp the intricacies faced by PhD candidates. This review aimed to synthesise the existing studies that explore the perspectives of candidates pursuing or completing a PhD in Africa. In conjunction with the Joanna Briggs Institute (JBI) methodology for scoping reviews, a scoping review guide developed by Arksey and O’Malley (2005) was used. Multiple databases were searched, including EBSCO Host, Scopus, EMBASE, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline (Ovid), and Google Scholar. Of the 51 articles that were retrieved, 12 were included in the review from various African countries. All articles were screened for quality before inclusion. The studies explored the types and characteristics of the included articles. The studies were descriptively mapped using qualitative content analysis, which revealed five themes: the sociodemographic profile of the PhD candidates, funding, resources and training, supervision experiences, and coping mechanisms. There is evidence on sociodemographic characteristics, challenges posed by funding, inadequate resources, and supervisor–candidate relationships, the research addressing why African candidates are studying at a later age, gender-specific environmental and cultural barriers, and coping strategies used during candidature is comparatively limited. Consequently, further investigations in these areas are crucial to better support PhD candidates in Africa.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"1 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142210802","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

The black box of faculty writing in the academy 学院中教师写作的黑匣子

IF 5 1区教育学

Higher Education Pub Date : 2024-09-03 DOI: 10.1007/s10734-024-01285-z

Lindsey Harding, Mary Agnes Carney

{"title":"The black box of faculty writing in the academy","authors":"Lindsey Harding, Mary Agnes Carney","doi":"10.1007/s10734-024-01285-z","DOIUrl":"https://doi.org/10.1007/s10734-024-01285-z","url":null,"abstract":"The current study investigates faculty perceptions of writing, asking faculty directly to think about their experiences with, feelings about, engagement in, and practices related to writing. This article contributes to the literature on university faculty and academic work with a categorization scheme that begins with faculty feelings about writing and then considers how those feelings map onto their writerly experiences. An iterative qualitative analysis of survey data from 83 faculty informs a typology of faculty writers that includes four groups (Flow, Engaged, Depends, and Stressed). Our findings offer insight into faculty across the disciplines as writers: who is writing, how they are showing up to write, and what that experience is like, both instrumentally and affectively. In turn, these results offer a rich account of the writing lives of faculty across a wide range of institutional roles and career stages—and they point to productive opportunities for academic leaders and those responsible for research productivity to support faculty and bring writing out of the shadows and into the visible core of an academic career. By shifting conversation and support toward writing, universities can help ease the mental burden and stress of writing so faculty can focus on engaging with their research on the page and sharing their work through publications.\u0000","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"1 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142210803","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

Mentoring matters: examining the relationship between adviser interactions and doctoral student publications 指导很重要：研究导师互动与博士生发表论文之间的关系

IF 5 1区教育学

Higher Education Pub Date : 2024-09-01 DOI: 10.1007/s10734-024-01302-1

Lechen Li, Frank Fernandez

{"title":"Mentoring matters: examining the relationship between adviser interactions and doctoral student publications","authors":"Lechen Li, Frank Fernandez","doi":"10.1007/s10734-024-01302-1","DOIUrl":"https://doi.org/10.1007/s10734-024-01302-1","url":null,"abstract":"For doctoral students, publications are often a key metric for evaluating academic success and career preparation in many fields. This article examined the influence between the frequency that doctoral students meet with their faculty advisers and their first-author publications. We analyzed data from the Canadian Graduate and Professional Survey (CGPSS) and focus on three key types of adviser-advisee interaction: adviser availability, the frequency of research discussions, and the mode of communication. Our results indicated that the mode of communication (in-person or remotely) does not relate to doctoral student publications. We find some evidence that adviser availability has a statistically significant, but small relationship in practical terms on publication output. Conversely, the frequency with which doctoral students meet with their advisers to discuss research is statistically significantly and positively correlated to the number of first-author publications. Weekly advising meetings have a large influence on graduate student research output. Additionally, our analysis revealed some variation in this relationship between STEM and non-STEM doctoral students. These findings complicate our understanding of doctoral mentoring relationships and highlight the need for further research and opportunities to improve doctoral education and increase research production.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"20 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142210804","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