Higher Education最新文献_第5页

The role of geopolitics of knowledge in the mediatization of global university rankings 知识地缘政治在全球大学排名媒介化中的作用

IF 5 1区教育学

Higher Education Pub Date : 2024-07-11 DOI: 10.1007/s10734-024-01261-7

Riyad A. Shahjahan, Ariful H. Kabir, Nisharggo Niloy

{"title":"The role of geopolitics of knowledge in the mediatization of global university rankings","authors":"Riyad A. Shahjahan, Ariful H. Kabir, Nisharggo Niloy","doi":"10.1007/s10734-024-01261-7","DOIUrl":"https://doi.org/10.1007/s10734-024-01261-7","url":null,"abstract":"While worldwide media increasingly cover and follow global university rankings’ (GURs) results, a concerted attempt to offer a relational knowledge/power lens underlying the mediatization of GURs remains absent. Drawing on Walter Mignolo’s (2011) “geopolitics of knowledge” concept, we analyzed the Bangladeshi national media’s coverage of Times Higher Education and Quacquarelli Symonds Ltd. rankings (between 2019 and 2021). Amid a globalized media terrain, we illuminate how the geopolitics of knowledge helps foreground ranking logics in national HE (higher education) policy discourse at the periphery of GURs outcomes (e.g., Bangladesh) through the mediatization process. We first show how Bangladeshi media foregrounds GURs as a barometer of quality and accountability to comment on the Bangladeshi HE sector’s deficits. We next demonstrate how Bangladeshi media privileges particular knowledge and authors’ experiences, thus furthering interlocal or transnational hierarchies to help recontextualize GURs in the local context. We argue that national media perpetuates the geopolitics of knowledge via GURs coverage and authorship, allowing ranking logics to be mediatized and foregrounded in national HE policy discourse in a Global South context.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"63 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141588386","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

Be a hero, be your own best friend: a self-compassion-based PsyCap intervention improves PhD students’ well-being 做英雄，做自己最好的朋友：以自我同情为基础的 PsyCap 干预改善了博士生的幸福感

IF 5 1区教育学

Higher Education Pub Date : 2024-07-11 DOI: 10.1007/s10734-024-01257-3

Luisa Solms, Machteld van den Heuvel, Barbara Nevicka, Astrid C. Homan

{"title":"Be a hero, be your own best friend: a self-compassion-based PsyCap intervention improves PhD students’ well-being","authors":"Luisa Solms, Machteld van den Heuvel, Barbara Nevicka, Astrid C. Homan","doi":"10.1007/s10734-024-01257-3","DOIUrl":"https://doi.org/10.1007/s10734-024-01257-3","url":null,"abstract":"Growing research evidence points towards a mental health crisis in PhD students. High-quality support services for PhD students are scarce as is research on interventions. Inspired by Conservation of Resources theory, we introduce a novel type of PsyCap intervention—a self-compassion-based PsyCap training—that aims to improve PhD students’ well-being (i.e., in terms of reducing work pressure and increasing positive affect and support seeking) through PsyCap and self-compassion. 115 PhD students in the Netherlands were randomized to a self-compassion-based PsyCap intervention, a PsyCap-only intervention, or a wait-list control group. Results indicated that the self-compassion-based PsyCap intervention increased self-compassion, reduced work pressure, and increased support seeking in the short term following the intervention. The PsyCap-only intervention increased psychological capital and reduced work pressure in the short term. Notably, increase in self-compassion was a key mechanism through which participants of the self-compassion-based PsyCap intervention, but not the PsyCap-only intervention, experienced improvements in all well-being outcomes over the longer term. Unexpectedly, the self-compassion-based PsyCap intervention increased psychological capital only at follow-up via self-compassion. This study provides initial evidence that developing PsyCap, alongside self-compassion, may take longer but benefits PhD students’ well-being and does so more than developing PsyCap alone.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"11 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141588621","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

Higher education retention in Ireland and Scotland: the role of admissions policies 爱尔兰和苏格兰的高等教育保留率：招生政策的作用

IF 5 1区教育学

Higher Education Pub Date : 2024-07-11 DOI: 10.1007/s10734-024-01259-1

Cristina Iannelli, Patricia McMullin, Emer Smyth

{"title":"Higher education retention in Ireland and Scotland: the role of admissions policies","authors":"Cristina Iannelli, Patricia McMullin, Emer Smyth","doi":"10.1007/s10734-024-01259-1","DOIUrl":"https://doi.org/10.1007/s10734-024-01259-1","url":null,"abstract":"This article provides new insights into the role played by higher education (HE) selection policies in influencing student retention by exploring drop-out patterns in Ireland and Scotland. The Irish and Scottish HE systems differ in relation to the emphasis placed on grades and subjects studied at school and to the degree of autonomy enjoyed by HE institutions in the student admissions process. We investigate whether these system differences matter for student retention using administrative data from national student records and logistic regression modelling. The findings show that in Ireland, HE students have higher chances of dropping out than in Scotland and there are inequalities in these chances among students from different social backgrounds. Moreover, the association between subject matching (but also school grades) and the chances of dropping-out is stronger in Ireland than in Scotland. We conclude that the tighter student selection criteria in Scotland improve retention and reduce social inequalities in drop-out rates. Moreover, admission criteria are found to be important not only to explain between-country differences in drop-out rates but also within-country differences among different HE institutions.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"64 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141588214","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

A conceptual and methodological framework for clustering and correlation analyses of the approaches and study skills inventory for students 对学生学习方法和学习技能清单进行聚类和相关分析的概念和方法框架

IF 5 1区教育学

Higher Education Pub Date : 2024-07-10 DOI: 10.1007/s10734-024-01253-7

Sotiris Kotsiantis, Martha Georgiou, Dimitris Kalles, Skarlatos G. Dedos

{"title":"A conceptual and methodological framework for clustering and correlation analyses of the approaches and study skills inventory for students","authors":"Sotiris Kotsiantis, Martha Georgiou, Dimitris Kalles, Skarlatos G. Dedos","doi":"10.1007/s10734-024-01253-7","DOIUrl":"https://doi.org/10.1007/s10734-024-01253-7","url":null,"abstract":"The Approaches and Study Skills Inventory for Students (ASSIST) is a questionnaire that was developed in the ’80s and ’90s with the aim of identifying the ways students study and learn in higher education institutions. It broadly classifies students as approaching their study in a deep, a strategic and/or a surface/apathetic way. A large (N=2029) dataset of the inventory was analysed in this study by using clustering algorithms and correlation analyses of students’ responses. By combining both analyses we show that, in addition to the 3 already identified and well-documented approaches, there exists a 4th approach to studying that emerges from alternative groupings of students’ responses to the items of the inventory and is supported by findings from the k-means clustering algorithm. We term this 4th approach “Dispositional Mindfulness” and find that it is an approach that is associated with gender and year of study and characterises responders to the inventory who pay attention to their present state as students, adapting to their status as higher education students rather than constantly adopting a specific approach to studying. We propose that the Dispositional Mindfulness approach is a primal entity that can be identified, in addition to the other 3 approaches, through the methodological framework that we describe herein and we note that augmenting conventional correlations with k-means clustering can deliver equally interesting findings in the analysis of educational datasets.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"26 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141588213","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

Waiting for the revolution: how higher education institutions initially responded to ChatGPT 等待革命：高等教育机构最初如何应对 ChatGPT

IF 5 1区教育学

Higher Education Pub Date : 2024-07-03 DOI: 10.1007/s10734-024-01256-4

Lene Korseberg, Mari Elken

{"title":"Waiting for the revolution: how higher education institutions initially responded to ChatGPT","authors":"Lene Korseberg, Mari Elken","doi":"10.1007/s10734-024-01256-4","DOIUrl":"https://doi.org/10.1007/s10734-024-01256-4","url":null,"abstract":"Although debates regarding the integration of digital technologies in higher education are far from new, the launch of ChatGPT in November 2022 was considered by many as something different from the developments that had come before. This article explores how higher education institutions make sense of the potentiality inherent in artificial intelligence and the early responses to the proliferation of ChatGPT. Through a qualitative interview-based study carried out at three HEIs in Norway, and applying Scott’s (2005) three pillars of institutions as an analytical framework, the article examines the type of change pressure ChatGPT was perceived to represent in the period following its launch and the type of organizational response this perception warranted. The findings show that while it was expected that ChatGPT and related technologies not only could threaten — and potentially challenge — key norms and values in the long run, in the short term it was primarily perceived as a regulatory issue that needed to be controlled by higher education institutions. The article points to an epistemic and temporal imbalance in both the expectations and response to ChatGPT, coupled with a lack of technological competence to fully consider the kind of transformation that artificial intelligence technology potentially represents. Coupled with the sense of artificial intelligence being a “moving target”, this led higher education institutions to an initial state of organizational paralysis, in turn adopting a “wait and see” strategy.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"15 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552879","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 student empowerment in student partnership-student representation integrations 在学生伙伴关系--学生代表一体化中促进学生赋权

IF 5 1区教育学

Higher Education Pub Date : 2024-07-02 DOI: 10.1007/s10734-024-01252-8

Justin Patrick

{"title":"Promoting student empowerment in student partnership-student representation integrations","authors":"Justin Patrick","doi":"10.1007/s10734-024-01252-8","DOIUrl":"https://doi.org/10.1007/s10734-024-01252-8","url":null,"abstract":"In the twenty-first century, the growing decline and collapse of democratic student governments in higher education around the world has been paralleled by the spread of the student partnerships approach to student leadership. While attempting to foster collaboration between students and other education relevant parties, if the student partnerships approach is not implemented in a way that is cognizant of the inherent power disparities between student and non-student relevant parties, it can run the risk of supplanting student democracy with undemocratic structures in which students have no structural power to effect educational change. This article responds to attempts to deterritorialize student partnerships and student voice approaches in Cornelius-Bell, Bell, and Dollinger’s (Higher Education, 2023) article in Higher Education by adding a student power lens to demonstrate how student leadership approaches that integrate student partnerships and student voice can be implemented in ways that contribute to student empowerment and mitigate the risk of students being manipulated to serve non-students’ micropolitical goals. Political philosophy scholarship is applied to such student leadership contexts to illustrate the power imbalances between students and non-students. Two examples of healthy integrations, a liberal democratic student government and an open participation student partnership, are theorized as ways forward that can equitably and effectively garner both structural student power and mutually beneficial collaborations between relevant parties.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"8 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141513619","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

(Re)-production of caste in the classroom: a Dalit perspective (课堂上的种姓（再）生产：达利特人的视角

IF 5 1区教育学

Higher Education Pub Date : 2024-07-01 DOI: 10.1007/s10734-024-01249-3

Deep Chand

引用次数: 0

An autoethnography of internationalisation: ethical dilemmas in Japanese academe 国际化的自述：日本学术界的伦理困境

IF 5 1区教育学

Higher Education Pub Date : 2024-06-25 DOI: 10.1007/s10734-024-01246-6

Bregham Dalgliesh

{"title":"An autoethnography of internationalisation: ethical dilemmas in Japanese academe","authors":"Bregham Dalgliesh","doi":"10.1007/s10734-024-01246-6","DOIUrl":"https://doi.org/10.1007/s10734-024-01246-6","url":null,"abstract":"Via an autoethnography of internationalisation, the article highlights the ethical dilemmas transnational scholars face when universities fail to denationalise their organisational culture. Section one explains the pertinence and pitfalls of autoethnography — writing oneself into existence over against a context experienced as domination — for grasping the ethical quandaries of transnational scholars in a Japanese national university (JNU). As section two shows, the persistence of ethno-national working practices in JNUs precludes both the equal treatment of transnational scholars and the recognition of their difference. Specifically, the discussion documents two mechanisms of marginalisation at the JNU in question, Tōdai (University of Tokyo): section three links the rejection of ethno-national diversity to absolutisation, viz. the generalisation of prejudice by gatekeepers in order to stigmatise transnational scholars as unfit for organisational life; and section four contends gatekeepers defend their territorialised academic culture through normalisation, which is underpinned by academic inbreeding that produces a hermitic community of sameness blind to its ethno-national prejudices. The article concludes with the ethical gymnastics of transnational scholars situated in universities that solicit their multiplicity without renovating their ethno-national culture. It also reflects upon the limited leverage of autoethnography beyond the Anglosphere, notably in a JNU organisational environment that does not recognise the strop of agency with structure. Finally, the article suggests Japan would be better off promoting a cultural form of internationalisation rather than following a commercial iteration with neo-colonial costs.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"46 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502783","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

Gatekeeping at work: a multi-dimensional analysis of student, institutional, and employer characteristics associated with unpaid internships 工作中的把关：与无薪实习相关的学生、机构和雇主特征的多维分析

IF 5 1区教育学

Higher Education Pub Date : 2024-06-24 DOI: 10.1007/s10734-024-01254-6

Kyoungjin Jang-Tucci, Matthew T. Hora, Jiahong Zhang

{"title":"Gatekeeping at work: a multi-dimensional analysis of student, institutional, and employer characteristics associated with unpaid internships","authors":"Kyoungjin Jang-Tucci, Matthew T. Hora, Jiahong Zhang","doi":"10.1007/s10734-024-01254-6","DOIUrl":"https://doi.org/10.1007/s10734-024-01254-6","url":null,"abstract":"Internships are recognized globally as a high-impact practice that substantially enhances students’ future prospects. However, concerns persist about their legality and potentially exclusionary nature. While prior research indicates participation varies based on key variables, such as gender and major, empirical work remains limited and tends to focus on univariate or single-actor explanations. We employ multi-actor models from management studies to analyze survey data (n = 1153) from 13 U.S. institutions, nine of which are minority-serving institutions (MSI). The data reveal that only 30.3% of the students participated in internships, of which 43.4% were unpaid. Linear probability analysis results indicate that contrary to expectations, individual demographic characteristics, such as gender, were not significant predictors of internship compensation on their own. Instead, academic, institutional, and employer characteristics emerged as significant predictors. Interaction analysis results highlight the combined effects of race, gender, major, MSI status, and employer characteristics in predicting participation in unpaid internships. Further, the data suggest that gender effects are largely influenced by academic major affiliation, emphasizing that unpaid internships do not uniformly affect all students but are predominant in specific sub-groups. We conclude by proposing a strategy to eliminate unpaid internships in the interest of transformative social justice work.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"3 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502782","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

Faculty denied tenure: internalization, resistance, and the organizational protection of legitimacy 被剥夺终身教职的教师：内化、抵制和组织对合法性的保护

IF 5 1区教育学

Higher Education Pub Date : 2024-06-14 DOI: 10.1007/s10734-024-01248-4

Nathan F. Alleman, Cara Cliburn Allen, Justin J. Nelson

引用次数: 0