Higher Education最新文献_第9页

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

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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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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

‘Go away and make a big thing of yourself somewhere else’: precarious mobilities and the uses of international capital in Irish academia 去别的地方大干一场"：爱尔兰学术界不稳定的流动性和国际资本的使用

IF 5 1区教育学

Higher Education Pub Date : 2024-02-15 DOI: 10.1007/s10734-024-01190-5

Aline Courtois, Theresa O’Keefe

{"title":"‘Go away and make a big thing of yourself somewhere else’: precarious mobilities and the uses of international capital in Irish academia","authors":"Aline Courtois, Theresa O’Keefe","doi":"10.1007/s10734-024-01190-5","DOIUrl":"https://doi.org/10.1007/s10734-024-01190-5","url":null,"abstract":"The article interrogates the ‘mobility imperative’ and its impact on precarious academics. Drawing on 40 biographic interviews with academics with experience of long-term precarity in Irish higher education, and using a Bourdieusian framework, we identify the specific conditions, uses and impacts of international mobility for these workers. This method offers a unique retrospective advantage for an analysis of the utility of international capital for a cohort of workers typically excluded from studies of international mobility. Among the specific obstacles we identify which are faced by precarious academics in the accumulation and conversion of international capital are the lack of or compromised initial social capital; the dubious value of international capital in Irish academia, especially when associated with precarity; and the difficulty for workers to construct acceptable career scripts when both precarity and mobility have led them off-script. We suggest that the ability to accumulate and convert usable forms of international capital while working abroad is in part predetermined by prior struggles in the national field.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139763893","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

Tokenized but remaining: how do international academics make sense of their decision to remain in Japanese universities? 被替代但仍在留任：国际学者如何理解他们留在日本大学的决定？

IF 5 1区教育学

Higher Education Pub Date : 2024-02-15 DOI: 10.1007/s10734-024-01191-4

Lilan Chen

{"title":"Tokenized but remaining: how do international academics make sense of their decision to remain in Japanese universities?","authors":"Lilan Chen","doi":"10.1007/s10734-024-01191-4","DOIUrl":"https://doi.org/10.1007/s10734-024-01191-4","url":null,"abstract":"Despite challenging and uncertain circumstances and the perception of being tokenized symbols in Japanese universities, the majority of international academics are more inclined to remain in their affiliations. The study intends to elucidate how international academics make sense of their decision to remain in Japanese universities. The data are from a qualitative dataset examining the integration experiences of international academics in Japan. Following the philosophical foundations of purposive sampling in interpretative phenomenological analysis (IPA), which was applied as a methodological framework, the study recruited a total of 30 participants. The study reveals varied sensemaking strategies among the interviewees, characterized as survivors, pragmatists, and ambitionists. Survivors refer to those who were compelled to remain in their current affiliations often due to constraints related to their academic roles or age restrictions. Pragmatists prioritize the practical benefits of their positions or affiliations, deriving from professional aspects, sociocultural dimensions, and personal considerations. Ambitionist academics generally view experiences in their current affiliations as a stepping stone toward future professional opportunities elsewhere. The study suggests that insufficient dedication to recruiting and retaining international academics may pose potential long-term risks for Japanese higher education institutions (HEIs) in the global academic sphere, affecting their internationally competitive standing and resilience in an evolving academic landscape. The study provides theoretical and practical implications to researchers, university administrators, and policymakers.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139763731","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

Contemporary meaning of caste discrimination in Indian universities: a constructivist grounded theory 印度大学种姓歧视的当代意义：建构主义基础理论

IF 5 1区教育学

Higher Education Pub Date : 2024-02-10 DOI: 10.1007/s10734-024-01180-7

{"title":"Contemporary meaning of caste discrimination in Indian universities: a constructivist grounded theory","authors":"","doi":"10.1007/s10734-024-01180-7","DOIUrl":"https://doi.org/10.1007/s10734-024-01180-7","url":null,"abstract":"<h3>Abstract</h3> In Indian society, caste is assigned to us before birth. Caste positions individuals in a social, economic, and political hierarchy. This study explores the meaning of caste discrimination from the perspectives of individuals who experience it in their everyday lives. Many studies have focused on the causes and consequences of caste discrimination and the nature of caste discrimination in different settings. Still, very few have dealt with the “meaning” of caste discrimination and how that meaning-making occurs in the context of present-day academia. This paper adopts an ecological systems approach to explore individuals’ interactions with different social settings. Grounded in the epistemological standpoint of social constructionism, the study explored the meaning of caste discrimination through semi-structured interviews and focus group discussions conducted with 22 students who belonged to reserved categories. Constructivist grounded theory was used for analysis to understand the process of meaning formation along with the meaning of caste discrimination. We found that students conceive caste discrimination as the maintenance of the social hierarchy, imposition of rigid identity, and invalidation of caste discriminatory practices. This conception of the meaning was influenced by multiple factors, such as interactions with peers, local cultural ideologies, and treatment received in the academia by teaching and non-teaching staff. The study’s findings indicate the need for an integrative indigenous theory of caste discrimination to ensure equitable higher education.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139763900","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