Higher Education最新文献_第8页

The role of rankings in shaping the institutional enrollment of international students 排名在影响院校招收国际学生方面的作用

IF 5 1区教育学

Higher Education Pub Date : 2024-03-09 DOI: 10.1007/s10734-024-01208-y

{"title":"The role of rankings in shaping the institutional enrollment of international students","authors":"","doi":"10.1007/s10734-024-01208-y","DOIUrl":"https://doi.org/10.1007/s10734-024-01208-y","url":null,"abstract":"<h3>Abstract</h3> College and university rankings have received considerable attention throughout the world. To date, very little inquiry has examined the role of these rankings in shaping international student enrollment, which is surprising given many institutions’ desire to recruit these students. The present study explores this issue by examining data from U.S. News and World Report’s rankings of national universities and liberal arts colleges. Specifically, it explored how changes in each of these rankings over time were associated with changes in international student enrollment; as a comparison, it also considered these same relationships among domestic students, who comprise the vast majority of U.S. undergraduates. Within a total analytic sample of 4,698 observations from 502 institutions, improvements in national university rankings consistently predict increases in international student enrollment, and these relationships are stronger at universities that were ranked more favorably. Improved rankings are also sometimes associated with increases in international student enrollment at liberal arts colleges. Regardless of institutional type, the link between rankings and international student enrollment has become even stronger in recent years. In contrast, the corresponding patterns for rankings and domestic student enrollment are weaker, nonsignificant, or occasionally in the opposite direction.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"26 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140100041","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

Long-term analysis of a psychoeducational course on university students’ mental well-being 心理教育课程对大学生心理健康的长期分析

IF 5 1区教育学

Higher Education Pub Date : 2024-03-08 DOI: 10.1007/s10734-024-01202-4

Catherine Hobbs, Sarah Jelbert, Laurie R. Santos, Bruce Hood

{"title":"Long-term analysis of a psychoeducational course on university students’ mental well-being","authors":"Catherine Hobbs, Sarah Jelbert, Laurie R. Santos, Bruce Hood","doi":"10.1007/s10734-024-01202-4","DOIUrl":"https://doi.org/10.1007/s10734-024-01202-4","url":null,"abstract":"Although many higher educational institute (HEI) psychoeducational courses teaching positive psychology interventions report benefits to mental well-being upon completion, they have not typically addressed whether such beneficial effects are sustained long-term beyond the period of the courses. Here, we report a pre-registered follow-up of 228 undergraduate students, from a variety of disciplines, who took a positive psychology course 1 or 2 years previously. Overall, group analysis revealed that students who had taken the course did not continue to show the originally reported benefits at follow-up. Students who had taken the course scored higher on mental well-being than other students tested using a university-wide survey, but they were also higher at baseline 1–2 years earlier indicating a sampling bias. An exploratory analysis, however, revealed that 115 students (51% of the group) who had continued to practice the recommended activities taught during the course maintained their increased mental well-being over the period of follow-up. We therefore suggest that continued engagement is a key factor in sustaining the long-term benefits of positive psychology courses. Implementation of such courses should therefore include provision and mechanisms for maintaining future student engagement.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"19 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075463","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

Do professional staff in universities really challenge academic norms? A perspective from the Netherlands 大学中的专业人员真的会挑战学术规范吗？来自荷兰的视角

IF 5 1区教育学

Higher Education Pub Date : 2024-03-07 DOI: 10.1007/s10734-024-01209-x

Stefan de Jong, Wiebke Kantimm

{"title":"Do professional staff in universities really challenge academic norms? A perspective from the Netherlands","authors":"Stefan de Jong, Wiebke Kantimm","doi":"10.1007/s10734-024-01209-x","DOIUrl":"https://doi.org/10.1007/s10734-024-01209-x","url":null,"abstract":"Traditionally, universities stand for independent, high-quality, and curiosity-driven research and education. Yet, since neoliberal reforms in the 1980s, they have been increasingly exposed to external pressures towards more efficiency and economic value orientation. To manage the tasks corresponding to these market-based values, a new and fast-growing group of professional staff has emerged. Some authors argue that they challenge academic norms, or academic professional logics, while importing market norms, or market logics, through previous employment in and current relationships with the private sector. We empirically test this assumption based on original survey data of three groups of professional staff of universities and associated medical centers in the Netherlands: business developers, grant advisers, and research policy officers. We asked them about their ideas about universities to capture their institutional logics. Respondents also indicated previous employment and the strength of their professional relationships. Using multiple linear regression models, we find that professional staff with private sector experience indeed have stronger market logics. We find the same for those with stronger relationships with private sector companies. Yet, on average, the academic professional logic of professional staff is considerably higher than their market logic. Additionally, the effect of private sector experience and stronger relationships with private sector companies on the market logic is moderate. Thus, our data suggests that professional staff do not challenge academic norms. Therefore, there seems to be little need for meeting them with skepticism regarding their role in unwanted organizational change.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"78 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140055307","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

Shifting the terrain, enriching the academy: Indigenous PhD scholars’ experiences of and impact on higher education 改变地形，丰富学术：原住民博士学者对高等教育的体验和影响

IF 5 1区教育学

Higher Education Pub Date : 2024-03-02 DOI: 10.1007/s10734-024-01207-z

Shawana Andrews, David Gallant, Odette Mazel

引用次数: 0

Correction to: The European Universities initiative: between status hierarchies and inclusion 更正：欧洲大学倡议：在地位等级与包容性之间

IF 5 1区教育学

Higher Education Pub Date : 2024-03-01 DOI: 10.1007/s10734-024-01205-1

Agata A. Lambrechts, Marco Cavallaro, Benedetto Lepori

引用次数: 0

Unravelling gender and ethnic bias in higher education: students’ experiences in access to ocean science education and career opportunities in Kenya 揭示高等教育中的性别和种族偏见：肯尼亚学生在获得海洋科学教育和职业机会方面的经验

IF 5 1区教育学

Higher Education Pub Date : 2024-03-01 DOI: 10.1007/s10734-024-01198-x

Renis Auma Ojwala

{"title":"Unravelling gender and ethnic bias in higher education: students’ experiences in access to ocean science education and career opportunities in Kenya","authors":"Renis Auma Ojwala","doi":"10.1007/s10734-024-01198-x","DOIUrl":"https://doi.org/10.1007/s10734-024-01198-x","url":null,"abstract":"The lack of highly-trained ocean science professionals constrains sustainable development and management of the oceans. In Kenya, the government is committed to improving access to education for all, regardless of gender, ethnicity, and social status. Increasing female student enrolment has been one of the top priorities, particularly in science-related courses, which have long been male-biased. Feminist political ecology is applied as an analytical framework to understand how gender and ethnicity influence student access to, participation in, and experience in ocean science-related programmes. Data was collected through a questionnaire survey with students undertaking ocean science courses in seven public universities in Kenya. The findings revealed an underrepresentation of women and minority ethnic groups. Fewer female respondents than males received financial support from their families, and more female respondents than males reported that they had experienced discrimination related to their ethnicity and gender. In addition, a higher percentage of female respondents reported having fewer opportunities in higher education and ocean science careers than males. These findings reveal the persistent inequalities among students and suggest that Kenyan public universities need to pay more attention to how intersectional identities, such as gender and ethnicity, influence and shape the distribution of resources and opportunities if equitable diversity and inclusion are to be achieved. Also, they need to strengthen their gender policies and actions to tackle these social inequalities to promote gender equality in ocean science education.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"259 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140016652","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

Disobedience, (dis)embodied knowledge management, and decolonization: higher education in The Gambia 不服从、（不）体现的知识管理和非殖民化：冈比亚的高等教育

IF 5 1区教育学

Higher Education Pub Date : 2024-02-24 DOI: 10.1007/s10734-024-01192-3

A. T. Johnson, Marcellus F. Mbah

{"title":"Disobedience, (dis)embodied knowledge management, and decolonization: higher education in The Gambia","authors":"A. T. Johnson, Marcellus F. Mbah","doi":"10.1007/s10734-024-01192-3","DOIUrl":"https://doi.org/10.1007/s10734-024-01192-3","url":null,"abstract":"In this work, we sought to uncover the key strategies and challenges to the integration of Indigenous knowledge as knowledge management practices at a public university in The Gambia. It is often axiomatic in the literature that the incorporation of diverse epistemologies is a key resource for sustainable development; therefore, activities associated with the management of knowledge, particularly in higher education, are worthy of elucidation. We discovered that knowledge management activities at a university in The Gambia were often informal and required the invisible work of faculty. It was through the implicit use of tacit knowledge and epistemic disobedience that faculty were able to build upon a colonized curriculum that denied the presence of other knowledge. However, in the end, faculty were dependent on the power of referents within and without the institution to formalize their knowledge management practices. This work fills an essential gap in the extant literature on how the work of university faculty and managers, when situated within a knowledge management perspective, can contribute to decolonization and foster sustainable development.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"6 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956837","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

Representation of the academic workforce in English university strategy-making: an exploratory study 英国大学战略制定中学术人员的代表性：一项探索性研究

IF 5 1区教育学

Higher Education Pub Date : 2024-02-22 DOI: 10.1007/s10734-024-01203-3

Michael Salmon

引用次数: 0

Course design as a stronger predictor of student evaluation of quality and student engagement than teacher ratings 课程设计比教师评分更能预测学生对教学质量和学生参与度的评价

IF 5 1区教育学

Higher Education Pub Date : 2024-02-21 DOI: 10.1007/s10734-024-01197-y

Henrik Levinsson, August Nilsson, Katarina Mårtensson, Stefan D. Persson

引用次数: 0

How do you feel during these hard times? A longitudinal study to examine the ebb and flow of academics’ affect during a COVID-19 lockdown 在这段艰难时期，您的感受如何？一项纵向研究，探讨 COVID-19 封锁期间学生情绪的起伏变化

IF 5 1区教育学

Higher Education Pub Date : 2024-02-16 DOI: 10.1007/s10734-024-01196-z

Majid Ghasemy

{"title":"How do you feel during these hard times? A longitudinal study to examine the ebb and flow of academics’ affect during a COVID-19 lockdown","authors":"Majid Ghasemy","doi":"10.1007/s10734-024-01196-z","DOIUrl":"https://doi.org/10.1007/s10734-024-01196-z","url":null,"abstract":"The COVID-19 pandemic and its consequences have put a lot of strain on the world’s population, including academics. Universities were closed or went online worldwide due to lockdown regulations. In Malaysia, the first strict lockdown started on March 18th 2020 and was extended until May 12th 2020. The purpose of this four-month study is to examine the hypothesized change in affective states among academics during and after the initial lockdown in this country. To explore patterns of change in both positive and negative affective states, we employed multivariate latent growth curve (LGC) modeling and analyzed data from 214 academics at three distinct time points: at the onset of the COVID-19 lockdown, at its conclusion, and two months thereafter. While we did not observe a significant linear change in affective states, the considerable variability around the means of academics' positive and negative affective states prompted us to adopt an exploratory approach to further investigate whether four time-invariant covariates assumed to remain constant throughout the four-month study period (i.e., academic rank, disciplinary background, gender, and experience outside higher education) could account for these variations. Our results showed that academic rank significantly accounted for differences in academics’ affective states. From a practical perspective, our results suggest that policies should be revisited to increase the positive affect level as well as to minimize the negative affect level experienced by academics during any future pandemics. These policies, irrespective of academics’ disciplinary background, can be universally implemented for male and female academics or academics with and without previous work experience outside higher education. Nevertheless, the policies for high and low rank academics should be tailored to those groups.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"264 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139763720","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