Higher Education最新文献_第5页

Risk–return preferences, gender inequalities and the moderating role of a counselling intervention on choice of major: evidence from a field and survey experiment 风险收益偏好、性别不平等以及咨询干预对专业选择的调节作用：来自实地和调查实验的证据

IF 5 1区教育学

Higher Education Pub Date : 2024-05-14 DOI: 10.1007/s10734-024-01237-7

Lukas Fervers, Marita Jacob, Janina Beckmann, Joachim G. Piepenburg

引用次数: 0

From access to inclusion: a call for a cultural shift in higher education 从普及到包容：呼吁高等教育文化转变

IF 5 1区教育学

Higher Education Pub Date : 2024-05-14 DOI: 10.1007/s10734-024-01233-x

Lilach Marom, Jennifer Hardwick

{"title":"From access to inclusion: a call for a cultural shift in higher education","authors":"Lilach Marom, Jennifer Hardwick","doi":"10.1007/s10734-024-01233-x","DOIUrl":"https://doi.org/10.1007/s10734-024-01233-x","url":null,"abstract":"This study explores accessibility barriers in higher education (HE), by centering the voices of 50 disabled students. Drawing on the frameworks of critical disability studies (CDS) and in particular disability justice, we argue that access without belonging is not enough; disabled students need to be fully included in institutional life. Weaving these two frames allows us to simultaneously examine individual experiences and the impacts of systemic ableism within institutions and social structures. From the standpoint that all people have strengths, knowledges, challenges, and barriers and that accessibility and disability are constructed, we examine whose bodies and knowledges are included, whose bodies and knowledges are excluded, and whose bodies and knowledges are dependent on institutional approval and accommodations to be included. We see the participants as knowledge holders, whose experiences give them a perspective that might be hidden from those who design and run HE institutions. This is reflected in the structure of the paper in which, after each section that identifies barriers to access, the participants share their ideas and suggestions. We focus on four main issues of access to (1) receiving and (2) implementing accommodations, (3) physical accommodation, and (4) pedagogy and curricula. This study argues that it is not enough to grant disabled students access to HE by providing limited academic accommodation; rather, it is necessary to listen to disabled students to re-imagine all facets of HE with inclusion in mind.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"155 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140928990","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

Changes in university ‘autonomy’ with successive visions of Denmark’s future 大学 "自治 "随着丹麦未来愿景的变化而变化

IF 5 1区教育学

Higher Education Pub Date : 2024-05-14 DOI: 10.1007/s10734-024-01224-y

Susan Wright

{"title":"Changes in university ‘autonomy’ with successive visions of Denmark’s future","authors":"Susan Wright","doi":"10.1007/s10734-024-01224-y","DOIUrl":"https://doi.org/10.1007/s10734-024-01224-y","url":null,"abstract":"Legislation in the 1970s, 1990s and 2003 made major changes to the status and operations of Danish universities and the role they should play in creating different imaginaries of Denmark and its place in the world. In the education literature, ‘institutional autonomy’ is key indicator of shifts in the idea and role of the university but this was not always the term used in Denmark. Instead, key terms are the ‘self-steering’ university, the ‘self-owning’ university, ‘aim and frame’ steering and ‘commando-way’ steering. The Danish words are explored ethnographically, and ‘autonomy’ is used as an analytical, not an emic, term. Whereas institutional autonomy literally means self-legislating, the analysis starts from the premise that it is never absolute: it always involves a negotiated relationship between the university and government, and these negotiations are influenced by how ‘the university’ is constituted at different times. This article focuses on changes to the legal construction of the university, its relation to government, internal organisation and leadership in different reforms. Each period will explore the ways in which the university was (or was not) ‘autonomous’, and why each new status was thought suitable for the role universities were to pay in the realisation of different visions of Denmark’s future.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"95 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140929146","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

Making sense of experiential education in Canada: the four lenses of faculty sensemaking 加拿大体验教育的意义：教师感性认识的四个视角

IF 5 1区教育学

Higher Education Pub Date : 2024-05-13 DOI: 10.1007/s10734-024-01238-6

Emerson LaCroix

{"title":"Making sense of experiential education in Canada: the four lenses of faculty sensemaking","authors":"Emerson LaCroix","doi":"10.1007/s10734-024-01238-6","DOIUrl":"https://doi.org/10.1007/s10734-024-01238-6","url":null,"abstract":"Discussions about experiential education abound in the Canadian higher education sector, as well as more broadly across the international landscape. In Canada, experiential learning opportunities are increasingly embedded within institutional mission statements, administrative priorities, and pedagogical frameworks. Despite its spread, research has tended to overlook faculty perspectives, including how they make sense of experiential education and its impact on their professional roles or disciplinary priorities. To shore up these gaps, this article reports the findings from in-depth semi-structured interviews (n = 47) with faculty members across eight disciplines from six universities. Drawing on international literature on experiential education and organizational sensemaking, the findings of this study reveal four sensemaking lenses that faculty use to make sense of experiential learning: the disciplinary lens, the institutional lens, the pedagogical lens, and the professional lens. Both collectively and individually, these lenses have implications for the successful institutionalization of experiential education, as they are the frames through which faculty form meaning and enact their responses. By distinguishing these lenses, this article reinforces sensemaking as a process of bricolage and that faculty draw on multiple lenses to understand organizational changes. The article concludes with recommendations for future research on faculty sensemaking.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"14 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140941996","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

There’s power in the community: a sociomaterial analysis of university learning spaces 社区的力量：对大学学习空间的社会物质分析

IF 5 1区教育学

Higher Education Pub Date : 2024-05-09 DOI: 10.1007/s10734-024-01227-9

Teri-Lisa Griffiths, Jill Dickinson

{"title":"There’s power in the community: a sociomaterial analysis of university learning spaces","authors":"Teri-Lisa Griffiths, Jill Dickinson","doi":"10.1007/s10734-024-01227-9","DOIUrl":"https://doi.org/10.1007/s10734-024-01227-9","url":null,"abstract":"Internationally, the significance of the relationship between the university environment and the student experience is well-documented. In response, UK university leaders have driven forward policies that focus on estates’ expansion and regeneration. The restrictions necessitated by the COVID-19 pandemic presented an opportunity to explore questions around the importance of the materiality of campus and its impact on the student experience. This case study examines students’ experiences over time within a post-1992 UK university during the 2020/2021 academic year and makes a tri-fold contribution. First, it explores how restrictions placed on learning spaces can foreground the relationship(s) between space and learning practice. Second, through adopting a sociomateriality perspective, the paper examines students’ reactions to the top-down approach taken to Higher Education (HE) policymaking, and the potential for exposing manifestations of power within the student experience. Third, the paper illustrates how photovoice methodology can encourage reflections on the impact of materiality on the student experience. The findings reveal two principal themes: power dynamics and community participation. The authors make recommendations for university leaders to adopt a community-first, co-creation approach towards future policymaking that enables meaningful dialogue with students and educators and drives forward sustainable, inclusive change.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"41 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140929454","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

Counteroffers for faculty at research universities: who gets them, who doesn’t, and what factors produce them? 研究型大学教职员工的还价：谁能得到，谁不能，以及产生还价的因素是什么？

IF 5 1区教育学

Higher Education Pub Date : 2024-05-07 DOI: 10.1007/s10734-024-01234-w

Damani K. White-Lewis, KerryAnn O’Meara, Kiernan Mathews, Nicholas Havey

{"title":"Counteroffers for faculty at research universities: who gets them, who doesn’t, and what factors produce them?","authors":"Damani K. White-Lewis, KerryAnn O’Meara, Kiernan Mathews, Nicholas Havey","doi":"10.1007/s10734-024-01234-w","DOIUrl":"https://doi.org/10.1007/s10734-024-01234-w","url":null,"abstract":"In US higher education, faculty members may receive an outside offer of employment from an external organization, and then receive a corresponding counteroffer from their current institution. Counteroffers are written contracts made to individuals — either prematurely in anticipation of an outside offer, but most often after an outside offer — that outline improved salary, benefits, and/or other employment conditions with the hopes of retaining them. Though the norm of the “retention offer” is pervasive in the academy, in practice it can be much more nebulous, inefficient, discretionary, and inequitable. Few studies, however, empirically examine this process. In this study, we analyze quantitative institutional and survey data collected from 650 faculty by the Collaborative on Academic Careers in Higher Education (COACHE) to explore whether certain populations of faculty are more likely to receive counteroffers, and why. We found that women and racially minoritized scholars were less likely to receive counteroffers, and identified other factors that impact reception of counteroffers like faculty members’ desire to leave and their notification of leadership. We conclude by situating findings within extant research and offering implications for future research on counteroffers and their practice in faculty retention.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"64 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140929085","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

Using communities of practice to investigate work-integrated learning in engineering education: a grounded theory approach 利用实践社区研究工程教育中的工作一体化学习：一种基础理论方法

IF 5 1区教育学

Higher Education Pub Date : 2024-05-04 DOI: 10.1007/s10734-024-01225-x

Brayan Diaz, Cesar Delgado, Kevin Han, Collin Lynch

{"title":"Using communities of practice to investigate work-integrated learning in engineering education: a grounded theory approach","authors":"Brayan Diaz, Cesar Delgado, Kevin Han, Collin Lynch","doi":"10.1007/s10734-024-01225-x","DOIUrl":"https://doi.org/10.1007/s10734-024-01225-x","url":null,"abstract":"Industry worldwide calls for highly qualified STEM graduates that are ready to work. Work-integrated learning (WIL) has been implemented to address this need. WIL is a strategy to bridge the gap between theory and practice, and emphasize “employability.” However, students often perceive a confusing disconnect between their training and their workplace experience. This paper reports on a study of a graduate engineering course that uses a Communities of Practice (CoP) lens and a grounded theory approach to reconceptualize WIL. Data sources from 2017 to 2022 include 27 students’ responses from an open-ended survey and fourteen interviews with students, alumni, and employees from different construction sites that hosted students. Findings show that the articulations of the universities and companies should be centered on creating critical boundary objects and developing skills to allow students to become effective brokers. Furthermore, our analysis revealed that WIL is a bidirectional bridge where students can transfer their expertise through boundary objects from the company to the class and vice versa, becoming brokers who can participate in and mediate across the two communities. Companies should provide opportunities for Legitimate Peripheral Participation (LPP), where students can negotiate their increasing participation from peripheral to full members. The roles of universities, industries, students, and instructors in connecting the university and the workplace are described.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"149 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140887406","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

Opening the black box of student government in authoritarian contexts: institutional work and intra-organisational conflicts in the Students’ Guild at Makerere University, Uganda 打开专制背景下学生会的黑匣子：乌干达马凯雷雷大学学生会的机构工作和组织内部冲突

IF 5 1区教育学

Higher Education Pub Date : 2024-04-29 DOI: 10.1007/s10734-024-01229-7

Andrea Kronstad Felde

{"title":"Opening the black box of student government in authoritarian contexts: institutional work and intra-organisational conflicts in the Students’ Guild at Makerere University, Uganda","authors":"Andrea Kronstad Felde","doi":"10.1007/s10734-024-01229-7","DOIUrl":"https://doi.org/10.1007/s10734-024-01229-7","url":null,"abstract":"Student governments are important actors in higher education governance and also in more general political processes, particularly in Sub-Saharan Africa. Most of the research on student governments has thus far focused on the relations with higher education authorities and political parties, often without investigating their internal dynamics, thus risking of conceiving them as more homogeneous than they are likely to be. Analysing the internal dynamics of student governments is necessary to understand why student leaders, on behalf of their representative organisations, act and position themselves the way they do externally. This case study of the Students’ Guild at Makerere University addresses this knowledge gap by uncovering and analysing internal conflicts of student governments, contributing with new empirical and theoretical insights on students’ institutional behaviour and institutional ambiguity, in the context of authoritarian African states. While internal conflict is expected in any student government, this is anticipated to be even more the case in a conflictual context where there are strong links between students and national authorities. The approach is, in theoretical terms, based on the institutional work perspective and relies on extensive fieldwork at Makerere University. I find that the student government is far more conflictual and heterogenous than previous literature suggests. Rather than comprising representatives who act unitarily, it is characterised by intra-organisational conflicts due to competing institutional work, which reflects representatives’ multiple, diverse and divergent interests and institutional goals.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"15 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140887699","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

Facing the cliff-edge: care-experienced graduates’ access to and progression through taught postgraduate study in the United Kingdom 面对悬崖边缘：有护理经验的毕业生在英国攻读授课式研究生课程的机会和进展情况

IF 5 1区教育学

Higher Education Pub Date : 2024-04-19 DOI: 10.1007/s10734-024-01219-9

Zoe Baker

{"title":"Facing the cliff-edge: care-experienced graduates’ access to and progression through taught postgraduate study in the United Kingdom","authors":"Zoe Baker","doi":"10.1007/s10734-024-01219-9","DOIUrl":"https://doi.org/10.1007/s10734-024-01219-9","url":null,"abstract":"Over the past 15 years, a growing body of research into the issues care-experienced people face when accessing higher education (HE) has led to welcome support developments to attempt to redress inequalities. However, such support ceases upon completion of undergraduate degrees. Without continued support, constraints in accessing taught postgraduate study can lead to limitations in future careers, earning potential, and future stability for care-experienced people. Until now, there have been no insights into why care-experienced people wish to study at the postgraduate level, as well as whether and how they may be constrained or enabled by their care backgrounds when doing so. Using data from a qualitative longitudinal study of care-experienced graduates’ transitions out of HE, the paper illustrates how this ‘undergraduate cliff edge’ in support constrains the feasibility of progressing into and through taught postgraduate studies. The absence of often taken-for-granted support, such as a family home, means that entering postgraduate studies and facing this cliff edge is risky and perpetuates the sense of instability felt in childhood. The paper concludes by proposing recommendations for policy and practice to enable the creation of equitable opportunities to reduce risk for this group to comfortably study at the postgraduate level.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"94 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140629105","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

Institution level awarding gap metrics for identifying educational inequity: useful tools or reductive distractions? 用于确定教育不公平的机构层面的授奖差距指标：有用的工具，还是令人反感的干扰？

IF 5 1区教育学

Higher Education Pub Date : 2024-04-15 DOI: 10.1007/s10734-024-01216-y

Katharine Elizabeth Hubbard

{"title":"Institution level awarding gap metrics for identifying educational inequity: useful tools or reductive distractions?","authors":"Katharine Elizabeth Hubbard","doi":"10.1007/s10734-024-01216-y","DOIUrl":"https://doi.org/10.1007/s10734-024-01216-y","url":null,"abstract":"Equity is increasingly seen as a core value for higher education systems around the world. (In)equity is often measured through construction of achievement gaps, quantifying the relative outcomes of two populations of students. Institution-level gaps are embedded in the policy landscape of HE, becoming performance metrics in their own right. These gap metrics increasingly inform the actions of governments, regulators, institutions and educators. This theoretical article scrutinises the technical and conceptual construction of achievement gaps through using the dominant UK conception of the institution level degree classification ‘awarding gap’. Drawing on Adam’s Equity Theory of Motivation, Rawls’s Distributive Justice and the Capability Approach as theoretical perspectives, I highlight multiple structural weaknesses in the conception of the awarding gap. I illustrate the implications of this metric by analysing simulated awarding gap data for a fictional institution, and through the perspectives of five idealised stakeholders. I identify multiple technical and theoretical limitations of the institution level awarding gap metric, including examples where the threshold-based nature of the awarding gap fails to capture statistical differences between groups, thereby undermining its utility in identifying inequity. I call on the sector to develop metrics that more accurately capture (in)equity of outcomes and align better with theoretical frameworks, thereby creating more powerful explanatory metrics that can inform meaningful action.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"49 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140599135","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