Higher Education最新文献_第9页

‘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":"129 1","pages":""},"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":"7 1","pages":""},"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":"23 1","pages":""},"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

Queer students in international higher education: a review of distinct motivations, considerations, and challenges 国际高等教育中的同性恋学生：独特动机、考虑因素和挑战综述

IF 5 1区教育学

Higher Education Pub Date : 2024-02-10 DOI: 10.1007/s10734-024-01183-4

Anne C. Campbell, Jordyn Dezago, Quintessence Townsend

{"title":"Queer students in international higher education: a review of distinct motivations, considerations, and challenges","authors":"Anne C. Campbell, Jordyn Dezago, Quintessence Townsend","doi":"10.1007/s10734-024-01183-4","DOIUrl":"https://doi.org/10.1007/s10734-024-01183-4","url":null,"abstract":"Pursuing education overseas is a high impact practice in higher education. Students who identify as LGBTQIA + —commonly referred to as “queer,” an umbrella term—may be more likely to participate yet face additional unique challenges. Using a systematic review of literature across multiple disciplines, this paper explores LGBTQIA + students’ motivations, identity development, and university experiences while participating in education overseas. It also aims to define the term queer international student and examines the theoretical frames used to understand this population in the literature. Findings show that literature carves out a composite of students who view, and sometimes actively seek, overseas education to develop themselves, express their identities, and live in communities that are more welcoming and safer than those at home. However, they also face conflict in English language classrooms, on campuses, and with their families as they navigate expectations, with some switching between cisheteronormative and queer identities in different communities. On university campuses, scholars noted, queer international students can be viewed singularly as international students, with their sexual orientations and other intersectional identities going unrecognized or being erased. Moreover, higher education scholars and practitioners often do not designate—or perhaps exclude—international students in studies and programming for LGBTQIA + students. As a result, queer international students may not feel like they belong in any group and risk being double-marginalized in higher education. This paper concludes with five recommendations for additional research in this emerging subfield of higher education literature.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"31 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139763756","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

How free tuition became a policy in Chile: the importance of policy actors and their beliefs 免费学费如何成为智利的一项政策：政策参与者及其信念的重要性

IF 5 1区教育学

Higher Education Pub Date : 2024-02-08 DOI: 10.1007/s10734-024-01188-z

{"title":"How free tuition became a policy in Chile: the importance of policy actors and their beliefs","authors":"","doi":"10.1007/s10734-024-01188-z","DOIUrl":"https://doi.org/10.1007/s10734-024-01188-z","url":null,"abstract":"<h3>Abstract</h3> In recent decades, there has been a revival of free tuition policies around the world. Understanding the current revival of these policies is particularly important as it positions higher education as a social right or public good challenging the predominant discourse that situates higher education as a private good. Chile, a country often characterized as a neoliberal laboratory, implemented a free-tuition policy in 2016 and offers a case study to understand the policy formation and the political dynamics behind it. Based on the advocacy coalition framework and using discourse network analysis and in-depth interviews, this paper focuses on identifying the main actors involved in the policy discussion, their beliefs about free college in Chile, and how they interact during the policy development. Findings show that the Chilean free tuition policy was the result of the joint actions of actors who shared similar beliefs and formed coalitions to try to influence the policy design. Findings also highlight the formation of two opposite coalitions that were able to introduce their beliefs into the policy design at political and technical levels. Implications for policymakers and researchers are discussed.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"36 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139763758","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

When doubts take over: a longitudinal study on emerging disengagement in the PhD process 当疑虑占据上风时：对博士过程中出现的脱离现象的纵向研究

IF 5 1区教育学

Higher Education Pub Date : 2024-02-07 DOI: 10.1007/s10734-023-01164-z

Aida Alisic, Ruth Noppeney, Bettina S. Wiese

引用次数: 0

‘Playing the same game differently’: constituting academic identities in four disciplines 以不同方式玩同样的游戏"：四个学科的学术身份构成

IF 5 1区教育学

Higher Education Pub Date : 2024-02-05 DOI: 10.1007/s10734-024-01187-0

Linlin Xu, Mark Barrow

{"title":"‘Playing the same game differently’: constituting academic identities in four disciplines","authors":"Linlin Xu, Mark Barrow","doi":"10.1007/s10734-024-01187-0","DOIUrl":"https://doi.org/10.1007/s10734-024-01187-0","url":null,"abstract":"Whilst many studies have explored academic identity construction, very few take a comparative perspective to examine the various ways of constructing academic identities within and across different disciplines. This paper analyses a key policy document used for evaluating academics’ performance along with semi-structured interviews with 37 academics from Chemical Sciences, Medical Sciences, Nursing and Education working in a research-intensive New Zealand university. The use of Foucault’s theoretical construct of games of truth provides a novel perspective to investigate the ways in which academics in different disciplines play the academic ‘game’ and how this might affect their construction of an academic identity. Our analysis suggests that the path into academia is a key factor in their trajectory of academic formation. The study suggests three types of ‘valid’ academics. It problematises the standardised definition and evaluation of academics and offers contextualised, multiple, dynamic and agential understandings of being and becoming set up through the interplay of forces arising from disciplinary, institutional, professional and personal spheres.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"110 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139763812","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

Decolonising the African doctorate: transforming the foundations of knowledge 非洲博士学位非殖民化：转变知识基础

IF 5 1区教育学

Higher Education Pub Date : 2024-01-30 DOI: 10.1007/s10734-024-01185-2

Mishack T. Gumbo, Christopher B. Knaus, Velisiwe G. Gasa

{"title":"Decolonising the African doctorate: transforming the foundations of knowledge","authors":"Mishack T. Gumbo, Christopher B. Knaus, Velisiwe G. Gasa","doi":"10.1007/s10734-024-01185-2","DOIUrl":"https://doi.org/10.1007/s10734-024-01185-2","url":null,"abstract":"Despite revolutions, ongoing student protests, and long-standing transformational efforts, African higher education remains steeped in a colonial model, with current structures, approaches, and purposes paralleling Western universities. The doctorate, the highest level of formal education one can attain, reflects this commitment to Western domination, relying upon European conceptions of knowledge to shape the entire research process. Thus, knowledge construction in higher education, and particularly in the African doctorate, has remained fixed to Eurocentrism. This conceptual article presents a critical race theory model to transform the African doctorate towards a social justice orientation, arguing for investments in race-conscious, Black affirming approaches that recognise doctoral researcher positionalities and African languages as ways to disrupt socio-political and racialised contexts. This transformation requires re-alignment of the entire research endeavour through an Ubuntu lens, with doctoral recipients engaging in training and support that embody antiracist, decolonial, and African Indigenous-affirming approaches.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"17 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139649351","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

Three perspectives on leadership in higher education: traditionalist, reformist, pragmatist 高等教育领导力的三个视角：传统主义、改革主义、实用主义

IF 5 1区教育学

Higher Education Pub Date : 2024-01-29 DOI: 10.1007/s10734-023-01174-x

Bruce Macfarlane, Richard Bolden, Richard Watermeyer

{"title":"Three perspectives on leadership in higher education: traditionalist, reformist, pragmatist","authors":"Bruce Macfarlane, Richard Bolden, Richard Watermeyer","doi":"10.1007/s10734-023-01174-x","DOIUrl":"https://doi.org/10.1007/s10734-023-01174-x","url":null,"abstract":"There is a fragmented and complex literature about higher education leadership representing a diversity of ideological perspectives about its nature and purposes. Internationally, the literature has been strongly shaped by the importation of concepts and theories from management studies and a tradition of scholarship led by university leader-researchers. Drawing on an extensive literature review—drawing on over 250 books, book chapters, reports and journal articles—this paper identifies three key perspectives. The Traditionalist perspective is concerned with the cultural context, arguing that the import of neoliberal business practices into university leadership and management has undermined academic self-governance. The Reformist perspective focuses on values from a social justice perspective arguing for a more democratic and inclusive style of leadership including participation from historically under-represented groups. Finally, the Pragmatist perspective is more functionally focused in identifying the capabilities, skills and competences needed for effective leadership in universities at all levels. These three perspectives provide important insights into the culture, values and competences of university leadership reflecting the distinctive culture of higher education (traditionalist), its values as a reflection of wider society (reformist) and how best to practically manage and achieve positive change in such an environment (pragmatist). An appreciation of these perspectives and the skills, values and knowledge embedded in the literature will facilitate the evolution of leadership development and practice in alignment with contemporary organisational needs and societal expectations.","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"179 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139649466","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

Brexit and the War for Talents: Push & pull evidence about competitiveness 英国脱欧与人才争夺战：有关竞争力的推拉证据

IF 5 1区教育学

Higher Education Pub Date : 2024-01-27 DOI: 10.1007/s10734-024-01186-1

Giulio Marini

引用次数: 0