Higher Education最新文献_第2页

Higher education and the public good in France 法国的高等教育与公益

IF 5 1区教育学

Higher Education Pub Date : 2024-08-30 DOI: 10.1007/s10734-024-01293-z

Vincent Carpentier, Aline Courtois

引用次数: 0

Higher education regionalization in East and Southeast Asia: between decolonization, recolonization, and self-colonization 东亚和东南亚的高等教育区域化：在非殖民化、再殖民化和自我殖民化之间

IF 5 1区教育学

Higher Education Pub Date : 2024-08-29 DOI: 10.1007/s10734-024-01295-x

You Zhang

{"title":"Higher education regionalization in East and Southeast Asia: between decolonization, recolonization, and self-colonization","authors":"You Zhang","doi":"10.1007/s10734-024-01295-x","DOIUrl":"https://doi.org/10.1007/s10734-024-01295-x","url":null,"abstract":"Research in higher education often focuses on a single-level influence (local, national, regional, or global), while neglecting the interrelatedness of different levels and its impact on higher education. This study focuses on the supranational regional processes in higher education in the Global South and theorizes how higher education regionalization (HER) in the Global South is linked to coloniality in global higher education. Drawing from 15 semi-structured interviews with university leaders in East and Southeast Asia, this study examines why regional engagement is important and how it is different from global engagement with universities from other world regions. Findings suggest that HER in the Global South serves as a decolonial approach delegitimizing the enduring Western dominance in global higher education. Yet, enduring coloniality in global higher education, manifested in recolonization and self-colonization, poses threats to HER as a decolonial approach. Theoretically, the findings point out that HER in the Global South is linked to coloniality in global higher education, specifically through the complex entanglement of decolonization, recolonization, and self-colonization. In practice, this study urges higher education institutions in Global North and Global South to reflect on the current approach to internationalization that may reinforce coloniality in higher education.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"28 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142210806","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

Generative AI chatbots in higher education: a review of an emerging research area 高等教育中的生成式人工智能聊天机器人：新兴研究领域综述

IF 5 1区教育学

Higher Education Pub Date : 2024-08-24 DOI: 10.1007/s10734-024-01288-w

Cormac McGrath, Alexandra Farazouli, Teresa Cerratto-Pargman

引用次数: 0

Quantifying attrition in science: a cohort-based, longitudinal study of scientists in 38 OECD countries 量化科学界的自然减员：对 38 个经合组织国家科学家的队列纵向研究

IF 5 1区教育学

Higher Education Pub Date : 2024-08-23 DOI: 10.1007/s10734-024-01284-0

Marek Kwiek, Lukasz Szymula

{"title":"Quantifying attrition in science: a cohort-based, longitudinal study of scientists in 38 OECD countries","authors":"Marek Kwiek, Lukasz Szymula","doi":"10.1007/s10734-024-01284-0","DOIUrl":"https://doi.org/10.1007/s10734-024-01284-0","url":null,"abstract":"In this paper, we explore how members of the scientific community leave academic science and how attrition (defined as ceasing to publish) differs across genders, academic disciplines, and over time. Our approach is cohort-based and longitudinal: We track individual male and female scientists over time and quantify the phenomenon traditionally referred to as “leaving science.” Using publication metadata from Scopus—a global bibliometric database of publications and citations—we follow the details of the publishing careers of scientists from 38 OECD countries who started publishing in 2000 (N = 142,776) and 2010 (N = 232,843). Our study is restricted to 16 STEMM disciplines (science, technology, engineering, mathematics, and medicine), and we track the individual scholarly output of the two cohorts until 2022. We use survival analysis to compare attrition of men and women scientists. With more women in science and more women within cohorts, attrition is becoming ever less gendered. In addition to the combined aggregated changes at the level of all STEMM disciplines, widely nuanced changes were found to occur at the discipline level and over time. Attrition in science means different things for men versus women depending on the discipline; moreover, it means different things for scientists from different cohorts entering the scientific workforce. Finally, global bibliometric datasets were tested in the current study, opening new opportunities to explore gender and disciplinary differences in attrition.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"14 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142210608","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 (In)visibilisation of Gypsies, Roma, and Travellers in higher education equality, diversity, and inclusion (EDI) initiatives in England and Wales 吉普赛人、罗姆人和游民在英格兰和威尔士高等教育平等、多样性和包容性（EDI）倡议中的（不）可见性

IF 5 1区教育学

Higher Education Pub Date : 2024-08-21 DOI: 10.1007/s10734-024-01289-9

Julia Morgan, Hazel Marsh, Colin Clark

{"title":"The (In)visibilisation of Gypsies, Roma, and Travellers in higher education equality, diversity, and inclusion (EDI) initiatives in England and Wales","authors":"Julia Morgan, Hazel Marsh, Colin Clark","doi":"10.1007/s10734-024-01289-9","DOIUrl":"https://doi.org/10.1007/s10734-024-01289-9","url":null,"abstract":"Gypsies, Roma and Travellers are under-represented as students in higher education in England and Wales. Moreover, the communities rarely feature in equality, diversity and inclusion (EDI) strategies and practices including race equality initiatives. Drawing upon the reflections and experiences of 14 equality, diversity and inclusion staff across 11 universities (7 post-1992 and 4 pre-1992) in England and Wales, we explore the technologies through which Gypsies, Roma and Travellers are made (in)visible in university EDI discursive spaces. Interview participants included Gypsy, Roma and Traveller academics; subject librarians; Deans of EDI; Widening Participation Managers; Inclusion and Equality Advisors and Managers; and Researchers and Leads on Race Equality Charters and Decolonising the Curriculum. Through inductively analysing our findings, we suggest that the normalisation of neoliberalism across the higher education academy in England and Wales has resulted in Gypsies, Roma and Travellers being constructed as ‘irregular’ in higher education EDI discourse. We demonstrate how neoliberal-informed discursive rules, acting as ‘systems of exclusion’, control what is seen as a legitimate concern and support higher education institutions to intentionally ‘look through’ inequality issues affecting the communities. Informational difficulties, institutional focus on ‘value for money’ and numbers of students which prioritise the market-driven ‘business case’ over social justice, act as technologies of invisibilisation, positioning these diverse communities as not being ‘within the true’ in relation to institutional neoliberal discourses and ‘regimes of truth’. This culminates in ‘institutional inertia’ and neglect towards EDI issues, further contributing to the under-representation of Gypsies, Roma and Travellers in higher education.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"58 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142210810","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

COVID-19 experience and student wellbeing amongst publicly funded higher education students in South Africa after the first, and second waves COVID-19 第一波和第二波后南非公立高等教育学生的经历和学生福祉

IF 5 1区教育学

Higher Education Pub Date : 2024-08-21 DOI: 10.1007/s10734-024-01273-3

Angelique Wildschut, Angelina Wilson-Fadiji

{"title":"COVID-19 experience and student wellbeing amongst publicly funded higher education students in South Africa after the first, and second waves","authors":"Angelique Wildschut, Angelina Wilson-Fadiji","doi":"10.1007/s10734-024-01273-3","DOIUrl":"https://doi.org/10.1007/s10734-024-01273-3","url":null,"abstract":"Although higher education students have been identified as one of the social groups most affected by the impact of COVID-19, higher education literature appears to focus more on documenting implications for teaching and learning, curriculum and institutions, than student wellbeing. This has resulted in gaps to our understanding and approaches to intervene positively in, student wellbeing within the higher education space ‘post-COVID-19’. Drawing on a novel survey data set administered in November 2021, of the 6877 higher education (University and TVET College) students in South Africa, this paper aims to contribute through cross-sectional data that allows analysis of student experience of COVID-19 and its relationship to student wellbeing. As expected, our findings confirm COVID-19 experience as a significant predictor of student wellbeing. We also identify satisfaction with interventions from higher education stakeholders in response to COVID-19 as the strongest, and the extent to which students felt impacted by changes to their routine behaviours as the weakest, predictors of wellbeing. The paper adds to existing international literature, the South African context with a large sample. Secondly, the analysis provides a more comprehensive view of the link between COVID-19 and higher education student wellbeing, as TVET College students are included. The composite measurement of COVID-19 experience is a further contribution. Finally, the findings add to the literature on COVID-19 and higher education student wellbeing, the experience of disadvantaged students. The findings underscore the emotional health of students as a critical area for higher education policy and intervention during times of uncertainty or disruption.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"64 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142210607","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

Measuring global common goods in higher education: dimensions and potential indicators 衡量高等教育中的全球共同利益：维度和潜在指标

IF 5 1区教育学

Higher Education Pub Date : 2024-08-20 DOI: 10.1007/s10734-024-01287-x

Lin Tian, Zhuo Lin Feng, Nian Cai Liu

引用次数: 0

Creating the conditions for student success through curriculum reform: the impact of an active learning, immersive block model 通过课程改革为学生成功创造条件：主动学习、沉浸式分块教学模式的影响

IF 5 1区教育学

Higher Education Pub Date : 2024-08-16 DOI: 10.1007/s10734-024-01283-1

Erica Wilson, Thomas Roche, Elizabeth Goode, John W. McKenzie

{"title":"Creating the conditions for student success through curriculum reform: the impact of an active learning, immersive block model","authors":"Erica Wilson, Thomas Roche, Elizabeth Goode, John W. McKenzie","doi":"10.1007/s10734-024-01283-1","DOIUrl":"https://doi.org/10.1007/s10734-024-01283-1","url":null,"abstract":"Outcomes in higher education (HE) are influenced by the learning conditions created for students. The traditional model of HE, where students attend content-focused lectures over 12–15-week semesters, may not provide the conditions that best meet the learning needs of increasingly diverse HE cohorts. This study assessed the extent to which an immersive block model, a non-traditional form of HE delivery that employs active learning pedagogy and engages students in shorter, more focused periods of study, might enable higher student achievement and satisfaction compared to a traditional semester model. The study examined achievement (N = 27,528) and satisfaction (N = 7924) data from a public Australian university that has moved all coursework units into a 6-week immersive block model. Inferential statistical tests were used to compare results between the traditional semester and immersive block delivery over a 3-year period, as well as with results from control groups that stayed in the traditional model. Results demonstrate that immersive block learning underpinned by an active learning pedagogy has had a statistically significant positive impact on the academic success of various cohorts of undergraduate learners. Stronger improvements in student success were observed in first-year units compared to second and third-year units, suggesting that the immersive block model may be particularly beneficial for students transitioning into HE. Satisfaction was statistically lower relative to the traditional model, particularly in science and engineering, suggesting a need for further investigation into causes of lower satisfaction in these disciplines.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"5 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142210609","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

Student’s reported satisfaction at University: the role of personal characteristics and secondary school background 学生对大学生活的满意度：个人特征和中学背景的作用

IF 5 1区教育学

Higher Education Pub Date : 2024-08-13 DOI: 10.1007/s10734-024-01286-y

Ian W. Li, Denise Jackson, Paul Koshy

{"title":"Student’s reported satisfaction at University: the role of personal characteristics and secondary school background","authors":"Ian W. Li, Denise Jackson, Paul Koshy","doi":"10.1007/s10734-024-01286-y","DOIUrl":"https://doi.org/10.1007/s10734-024-01286-y","url":null,"abstract":"Widening participation and improving outcomes for under-represented and disadvantaged groups in higher education are part of the strategic agenda of governments across the globe. A critical aspect of this challenge is enhancing the experience of students from such backgrounds. However, there is relatively limited evidence on the effects of student background, including social and geographical disadvantage and secondary education preparation, on self-reported student experience. This study addressed this topic in the Australian context using data from the annual Student Experience Survey (2016–2020 waves) with linkage to administrative records for 24,292 students from seven higher education institutions. This included data on secondary schools’ administration, resourcing, and socio-economic status from the Australian Curriculum, Assessment and Reporting Authority. Binary logistic regression models were estimated on eight measures of self-reported student satisfaction, and a measure of dropout risk. Students from equity groups, particularly those with a disability or from non-English speaking backgrounds, were found to have lower levels of student satisfaction in aspects of their higher education experience and higher risk of dropout. Those from non-government schools (privately funded) reported higher levels of student satisfaction. Off-campus study was associated with poorer satisfaction but lower risk of dropout, while being engaged in some online study was associated with better satisfaction. The findings indicate the need for better university support for equity group students and signal potential responses through university study design, such as incorporating online study options, and addressing issues faced by students studying off-campus, to improve student outcomes.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"265 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142210610","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

Turning universities into data-driven organisations: seven dimensions of change 将大学转变为数据驱动型组织：变革的七个方面

IF 5 1区教育学

Higher Education Pub Date : 2024-08-01 DOI: 10.1007/s10734-024-01277-z

Janja Komljenovic, Sam Sellar, Kean Birch

{"title":"Turning universities into data-driven organisations: seven dimensions of change","authors":"Janja Komljenovic, Sam Sellar, Kean Birch","doi":"10.1007/s10734-024-01277-z","DOIUrl":"https://doi.org/10.1007/s10734-024-01277-z","url":null,"abstract":"Universities are striving to become data-driven organisations, benefitting from data collection, analysis, and various data products, such as business intelligence, learning analytics, personalised recommendations, behavioural nudging, and automation. However, datafication of universities is not an easy process. We empirically explore the struggles and challenges of UK universities in making digital and personal data useful and valuable. We structure our analysis along seven dimensions: the aspirational dimension explores university datafication aims and the challenges of achieving them; the technological dimension explores struggles with digital infrastructure supporting datafication and data quality; the legal dimension includes data privacy, security, vendor management, and new legal complexities that datafication brings; the commercial dimension tackles proprietary data products developed using university data and relations between universities and EdTech companies; the organisational dimension discusses data governance and institutional management relevant to datafication; the ideological dimension explores ideas about data value and the paradoxes that emerge between these ideas and university practices; and the existential dimension considers how datafication changes the core functioning of universities as social institutions.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"73 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863648","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