Higher Education最新文献_第4页

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

Should academic staff be the arbiters of peace in the classroom when the war rages outside? Gatekeepers of a national conflict in higher education 当教室外战火纷飞时，教学人员是否应该成为和平的仲裁者？高等教育中国家冲突的守门人

IF 5 1区教育学

Higher Education Pub Date : 2024-08-01 DOI: 10.1007/s10734-024-01276-0

Idit Finkelstein, Masalha Shafiq, Shira Soffer-Vital, Noa Tal Alon

{"title":"Should academic staff be the arbiters of peace in the classroom when the war rages outside? Gatekeepers of a national conflict in higher education","authors":"Idit Finkelstein, Masalha Shafiq, Shira Soffer-Vital, Noa Tal Alon","doi":"10.1007/s10734-024-01276-0","DOIUrl":"https://doi.org/10.1007/s10734-024-01276-0","url":null,"abstract":"The study explores how academic institutions navigate national conflict within the multicultural classroom. Due to its complex ethnic and religious diversity, Israel is used as a case study. The Arab–Jewish conflict, intertwined with historical, territorial, and identity issues, poses challenges for educators. Twenty-two faculty members in Israel, who teach in a culturally diverse higher education setting that includes both Jewish and Palestinian (Arab) Israeli students, were interviewed for this qualitative study. The results identified three main themes: (1) the balance between maintaining apolitical academia and upholding academic freedom of speech, (2) strategies employed by educators to manage conflict within the classroom setting, and (3) fostering multicultural education amidst national tensions. The study also applied intersectionality theory to examine additional layers of influence on educators. An inclusive model is proposed, integrating national conflict, intersectionality, and academic freedom. The unique contribution lies in incorporating the national conflict element into the model, acknowledging how intertwined identities of students and educators lead to challenges and conflicts. The application of intersectionality theory enhances comprehension of classroom dynamics. Given the volatility that has rocked the region in recent months, these results bring with them an even greater sense of urgency; this study offers practical implications and conflict management tools for educators in similar contexts, both in war-torn regions and politically turbulent settings.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"76 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863647","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

Why should I be interested in phenomenographic research? Variation in views of phenomenography amongst higher education scholars 我为什么要对现象学研究感兴趣？高等教育学者对现象学的不同看法

IF 5 1区教育学

Higher Education Pub Date : 2024-07-31 DOI: 10.1007/s10734-024-01270-6

Gerlese S. Åkerlind

{"title":"Why should I be interested in phenomenographic research? Variation in views of phenomenography amongst higher education scholars","authors":"Gerlese S. Åkerlind","doi":"10.1007/s10734-024-01270-6","DOIUrl":"https://doi.org/10.1007/s10734-024-01270-6","url":null,"abstract":"Phenomenographic research has had a substantial impact on approaches to higher education teaching and learning and academic development. However, prevalent misunderstandings of phenomenography have led to misinterpretations by higher education scholars of findings published in the literature. All scholars need to be able to read and evaluate research literature outside their own methodological areas. But pre-existing assumptions and misinterpretations of phenomenography can limit and distort scholars’ understandings of research findings, and the implications of those findings. To investigate this further, an empirical study of variation in what educational researchers understand phenomenography to be was undertaken. The aim is to improve non-phenomenographic scholars’ ability to interpret and make use of phenomenographic findings in the literature, without having to read specialised methodological articles about the approach. The study highlights five dimensions of phenomenography that higher education scholars need to be aware of in order to maximise the value they will gain from reading phenomenographic studies: (a) the distinctiveness of the method; (b) the focus on variation in understandings of a phenomenon; (c) the focus on structural relationships between the different understandings; (d) the pedagogical utility of the findings; and (e) the implications for everyday thinking. Using the example of postgraduate programs in higher education teaching and learning, the discussion of findings explains the implications of awareness of these different dimensions of phenomenography for the interpretation of research outcomes and their implications for pedagogy.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"193 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863651","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

For the society as a whole: higher education and the public good in Poland 为了整个社会：波兰的高等教育和公益事业

IF 5 1区教育学

Higher Education Pub Date : 2024-07-31 DOI: 10.1007/s10734-024-01278-y

Krystian Szadkowski

引用次数: 0

Perceptions and enablers of sustainable development: a comparative study of Ghanaian university students’ engagement with the SDGs 对可持续发展的看法和推动因素：对加纳大学生参与可持续发展目标的比较研究

IF 5 1区教育学

Higher Education Pub Date : 2024-07-30 DOI: 10.1007/s10734-024-01274-2

Yaw Agyeman Boafo, John Boakye-Danquah, Eric Boakye-Danquah, Doreen Larkailey Lartey, Alexander Obeng-Odoom

{"title":"Perceptions and enablers of sustainable development: a comparative study of Ghanaian university students’ engagement with the SDGs","authors":"Yaw Agyeman Boafo, John Boakye-Danquah, Eric Boakye-Danquah, Doreen Larkailey Lartey, Alexander Obeng-Odoom","doi":"10.1007/s10734-024-01274-2","DOIUrl":"https://doi.org/10.1007/s10734-024-01274-2","url":null,"abstract":"The Sustainable Development Goals (SDGs) set forth by the United Nations represent a universal call to action to end poverty, protect the planet, and ensure that all people, enjoy peace and prosperity by 2030. The SDGs have been criticized as aspirational and over-ambitious, and recent assessments suggest many of the goals may not be met by 2030. This study investigates the perceptions of Ghanaian university students regarding the attainability of the SDGs and identifies the educational and informational enablers that enhance their engagement with these goals. A total of 400 students drawn from three universities — University of Ghana (n = 200), Central University (n = 100), and University for Development Studies (n = 100) — participated in a structured questionnaire survey. The findings reveal a dual perspective among students: there is significant optimism about achieving SDGs related to quality education, gender equality, and clean water, whereas skepticism prevails regarding the goals aimed at eradicating poverty and achieving zero hunger. The study also highlights the critical role of universities as facilitators in the discourse and actions toward the SDGs. It emphasizes the potential of leveraging digital and social media to boost student engagement and calls for an integration of SDG-focused studies into university curricula. The study provides insights into the need for enhanced educational strategies and inter-institutional collaborations to prepare students effectively for their roles in global sustainability efforts. It is vital for higher education institutions in Sub-Saharan Africa, where sustainability challenges are significant and innovative solutions are often lacking, to embed SDG-focused studies into their curricula and promote student engagement in SDG initiatives.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"33 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141873022","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

Academics’ susceptibility to disruptions of their research productivity: empirical insights from the COVID-19 pandemic 学术界对研究生产力中断的易感性：从 COVID-19 大流行病中获得的经验启示

IF 5 1区教育学

Higher Education Pub Date : 2024-07-25 DOI: 10.1007/s10734-024-01266-2

Vitus Püttmann, Stephan L. Thomsen

{"title":"Academics’ susceptibility to disruptions of their research productivity: empirical insights from the COVID-19 pandemic","authors":"Vitus Püttmann, Stephan L. Thomsen","doi":"10.1007/s10734-024-01266-2","DOIUrl":"https://doi.org/10.1007/s10734-024-01266-2","url":null,"abstract":"The circumstances during the COVID-19 pandemic severely disrupted research activities, but did not affect all academics equally. Understanding which academics were susceptible to disruptions is essential for gauging and addressing the pandemic’s systemic consequences and can yield insights into influences on research productivity more generally. Based on the survey responses of 1891 university professors in Germany, we estimate multivariate models to investigate the relevance of a comprehensive set of factors that may have shaped the pandemic’s impact. We furthermore use sample splits and an econometric decomposition technique to analyze disciplinary and gender differences. Our findings show that some factors, including additional time demands for care responsibilities and negative spillovers from disruptions of teaching activities, are of general relevance, whereas the relevance of other factors varies between groups of academics. In the natural and engineering sciences, the dependence on access to research facilities seems to have led to a more uniform negative impact of the pandemic. This apparently rendered the work environment an important influence on academics’ susceptibility to disruptions. In the humanities and social sciences, where the pandemic’s impact was more heterogeneous, individual conditions such as seniority played a notable role. Most of these factors identified as relevant were furthermore more influential among female academics, who seem to experience greater challenges with shielding their research activities from disruptions. Overall, our investigation highlights the complexity of mechanisms worth taking into account for policy and management efforts concerned with academics’ research productivity, within and outside of the context of the pandemic.\u0000","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"14 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770248","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

Negotiating access and belonging in a higher education institution: a postqualitative narrative 协商高等教育机构中的入学机会和归属感：后定性叙事

IF 5 1区教育学

Higher Education Pub Date : 2024-07-20 DOI: 10.1007/s10734-024-01263-5

Ben Whitburn, Priscila Riffo-Salgado

{"title":"Negotiating access and belonging in a higher education institution: a postqualitative narrative","authors":"Ben Whitburn, Priscila Riffo-Salgado","doi":"10.1007/s10734-024-01263-5","DOIUrl":"https://doi.org/10.1007/s10734-024-01263-5","url":null,"abstract":"The purpose of this paper is to foreground accessibility as a necessary aspect of equality, diversity, and inclusion (EDI). We go about this by highlighting shared experiences of negotiating institutional ableism together, as a disabled scholar employed at a HEI in the UK, and a non-disabled, culturally and linguistically diverse individual employed to bridge inaccessible spaces. Drawing upon Wong’s (2023) conceptual framework of spatial belonging in higher education, which traverses the intersecting terrain of physical, digital, relational and structural spaces, we develop a postqualitative narrative demonstrating the limitations of narrowly defined legal protections that fall short of implementing inclusive ideals. The narrative draws attention to the ways that ‘access intimacy’, understood as shared commitments to accessibility, develops informally, which excuses HEIs from taking responsibility to institutionalise it. We contemplate accessibility as a relational concern and build an argument for learning from our experiences to inform the development of key accessibility considerations into institutional ways of working and relating to difference. The paper is significant for engaging principles from critical disability studies as conceptual means by which to consider accessibility, and the relational account provided contributes a collaborative perspective frequently experienced but not widely considered in higher education research for strengthening EDI.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"15 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141746498","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

International higher education scholarships: a pathway for Palestinians’ academic recovery 国际高等教育奖学金：巴勒斯坦人恢复学业的途径

IF 5 1区教育学

Higher Education Pub Date : 2024-07-19 DOI: 10.1007/s10734-024-01271-5

Anas N. Almassri

{"title":"International higher education scholarships: a pathway for Palestinians’ academic recovery","authors":"Anas N. Almassri","doi":"10.1007/s10734-024-01271-5","DOIUrl":"https://doi.org/10.1007/s10734-024-01271-5","url":null,"abstract":"Scholarships offer one significant pathway for higher education recovery and development in Global South contexts. Although some research exists to illustrate this significance, the case of Palestine remains virtually unresearched. This article is a first contribution to bridging this gap. It draws on qualitative data collected through interviews with and pre-existing documents from 32 Palestinian scholarship alumni and alumnae. Four experiential themes emerged through critical realist thematic analysis of this data. Two of these themes are reported in this article. First, the participants reflected a range of negative and positive motivations for pursuing their funded graduate education abroad: escaping limited opportunities in Palestine, actualizing potential, and serving Palestine. Second, they described experiencing a mix of exciting and challenging (re)adaptations while appreciating new approaches to the content and practice of their academic learning. Together with the identified participants’ demographic and academic backgrounds, these thematic findings extend global empirical evidence of the contribution of international scholarships to higher education access, recovery, and development. They also avail a useful and timely frame of reference to inform future research and practice of higher education scholarships for Palestinians.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"106 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141741377","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

Academic anomie: implications of the ‘great resignation’ for leadership in post-COVID higher education 学术反常现象："大辞职 "对后学历与学位发展（COVID）时代高等教育领导力的影响

IF 5 1区教育学

Higher Education Pub Date : 2024-07-19 DOI: 10.1007/s10734-024-01268-0

Richard Watermeyer, Richard Bolden, Cathryn Knight, Tom Crick

{"title":"Academic anomie: implications of the ‘great resignation’ for leadership in post-COVID higher education","authors":"Richard Watermeyer, Richard Bolden, Cathryn Knight, Tom Crick","doi":"10.1007/s10734-024-01268-0","DOIUrl":"https://doi.org/10.1007/s10734-024-01268-0","url":null,"abstract":"The experience of the COVID-19 pandemic has ignited a near universal rethink of what is tolerable or desirable in work settings. In higher education—where discontent has been exacerbated by the pandemic—the potential for a ‘great resignation’ is a very real threat. The long-term impact of a crisis management approach in universities has led to a state of ‘pandemia’, according to Watermeyer et al., (British Journal of Sociology of Education 42:651-666, 2021b), whereby academics feel alienated and subjected to a ‘toxic’ work environment that lacks shared purpose and values. This article draws on Durkheim’s notion of ‘anomie’ to explore what leads academics to leave the sector and to consider how the outward migration of staff could be addressed through changes to leadership and management practice. Evidence is taken from an online survey distributed in the United Kingdom (UK), which collected demographic information of n = 167 academics and open-text responses to a question which asked respondents to provide their reasons for quitting higher education. Four key themes emerge which elucidate a trajectory of academic anomie: (i) declining quality of academic management, (ii) the pandemic as a disruptive awakening, (iii) the erosion of values and meaning and (iv) a sense of being ‘trapped’ within academia. Potential resolutions are suggested in respect of what respondents identify as the root cause of staff attrition—toxic management culture. Collective and inclusive governance and commitment from academics at all career stages to the leadership of groups, departments, institutions and the wider higher education sector are advocated as antidotes to academic anomie.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"45 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141741376","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