Journal of Higher Education Policy and Management最新文献

{"title":"Exploring the experiences of students with disabilities in work-integrated learning","authors":"Mollie Dollinger, Rachel Finneran, R. Ajjawi","doi":"10.1080/1360080X.2022.2129317","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2129317","url":null,"abstract":"ABSTRACT Work-integrated learning (WIL) or university placements are valuable opportunities for students to apply their knowledge in an authentic work setting and help support their transition from university to employment. However, as our study evidenced, students with disability face significant and unique barriers to securing and completing WIL placements. In this study, we surveyed students with disability at an Australian university (n = 132) to explore their experiences and perceptions of WIL placements. Our findings indicate that while many students are motivated to participate in placements, they have concerns about how their disability, medical or mental health condition(s) will be accepted by the organisations and whether their requests for accommodations will be facilitated without judgement from supervisors. The findings from our study are relevant to the fields of disability/inclusion and employability, as the results showcase that current policies and practices do not adequately support diverse students.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"3 - 18"},"PeriodicalIF":2.6,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44727536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploratory analysis of the perception of academic researchers about incentives: evidence from a Spanish public university","authors":"Félix Guerrero-Alba, Fernando Martín‐Alcázar, Gonzalo Sánchez-Gardey","doi":"10.1080/1360080X.2022.2136380","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2136380","url":null,"abstract":"ABSTRACT The perception of academic researchers on management instruments has generated significant controversy in the literature. Studies have highlighted that these perceptions affect research performance more than management itself. This work addresses this issue by proposing a subjective measurement that explains research incentives in a public university. The study was conducted using a mixed-methodology approach. To initially identify the research incentives, a Delphi study was developed through the inclusion of 62 experts. Based on the Delphi results, to contrast the internal composition of the research incentive system, 259 academic researchers from a Spanish university were subjected to an exploratory factor analysis. The results revealed four potential incentives that were perceived by the researchers. The analysis of these factors contributes to the debate about the way in which academic managers can promote the design of effective incentives that could be assumed and accepted by researchers.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"44 1","pages":"613 - 629"},"PeriodicalIF":2.6,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44737820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The right to higher education: a political theory","authors":"R. Tambunan","doi":"10.1080/1360080X.2022.2132601","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2132601","url":null,"abstract":"","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"349 - 351"},"PeriodicalIF":2.6,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44093460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Durable supports for refugees in higher education through resisting short-termism and organisational memory loss: illustrative cases from Australia and Germany","authors":"J. Berg, M. Grüttner, S. Baker","doi":"10.1080/1360080X.2022.2129316","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2129316","url":null,"abstract":"ABSTRACT Recently, an increasing number of students from refugee and asylum-seeking backgrounds (SRABs) entering universities in settlement countries such as Australia and Germany have necessitated the establishment of a variety of supports, both as formal programs and informal ad-hoc networks. However, to date, little attention has been paid to the organisational conditions surrounding such supports. This study thus examined these conditions through the conceptual lens of organisational memory loss. Based on the two illustrative cases of Australia and Germany, it was described how building durable and responsive supports for SRABs is undermined by structural, ideological, and temporal imperatives that erode the possibilities for a sharable organisational memory. Furthermore, it was argued that similar to global arguments for durable pathways to settlement, universities need to develop and deliver lasting expertise and durable student supports by focusing on preserving organisational memory.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"36 - 52"},"PeriodicalIF":2.6,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42222824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Guest editors’ letter","authors":"A. Barone, G. Croucher","doi":"10.1080/1360080X.2022.2113082","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2113082","url":null,"abstract":"It has been a tumultuous period since the publication of the last Master of Tertiary Education (Management) (MTEM) special issue of student practitioner papers, not least of which is the advent of the global pandemic. Many have viewed the pandemic through the prism of ‘disruption’, as a force that has set asunder many of the old verities and has placed a higher education sector so often characterised as ‘dynamic and changing’ on a wholly new course, facing new sets of problems and opportunities. The full impact of the pandemic is yet to be known, but the works in this special issue, which were produced during the days of the pandemic and lockdowns, suggest that the challenges that have long plagued the higher education sector continue to do so. If anything, the publications in this special issue, produced by authors with both academic and professional backgrounds, located across Australia and abroad, suggest that while COVID-19 has presented new challenges and opportunities, many perennial issues remain unchanged. From academic integrity to the role of higher education in regional development; from the importance of leadership to student engagement: underlying each is an ancient and ongoing set of realities. The pace is set by Hannah Bornsztejn, who explores the effectiveness of academic integrity programs on the operation of foundation programs, which provide alternative entry to higher education with academic support to students who have not met the usual direct entry requirements. The paper provides an outline of current, dominant approaches to academic integrity in such programs, which mostly operate along a ‘punitive’ vs ‘educative’ bifurcation. The paper then provides an analysis of selected universities in the Australian state of Victoria that offer foundation programs, finding a preference for a punitive approach towards integrity. But as the author notes, an increasing prevalence of academic integrity breaches suggests a shift in approach might be warranted, one that replaces the punitive approach with one that is educative and supports students to better understand and navigate issues of academic integrity. Scholarship programs are and continue to be a feature common to universities across the globe, being present across all types and forms of universities and other institutes of higher education. But how should these programs be structured to meet an oft-purported aim: namely, as a recruitment tool for academically gifted students. Nathan Crowne considers this question through the example of an overseas campus of a large American public university, which has a scholarship program to attract the ‘best and brightest’ to its academic confines. The case study explores the effectiveness of this individual program, and in doing so, provides a guide by which other universities might judge the merits of their own efforts. The impact of COVID-19 on student engagement is explored in a paper that looks to the strategies of universities with trans","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"44 1","pages":"425 - 427"},"PeriodicalIF":2.6,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42206261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leadership development in academia in the UAE: creating a community of learning","authors":"Ayesha Abdulla, R. Fenech, Katrina Kinsella, Lana Hiasat, Sriya Chakravarti, Tim White, Panthayil Babu Rajan","doi":"10.1080/1360080X.2022.2116667","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2116667","url":null,"abstract":"ABSTRACT Leadership development in academia is generating a lot of interest due to its idiosyncrasies and complexities, as well as recent studies highlighting the neglect of systematic leadership development in academia. The purpose of this qualitative research study is to discover the subjective experiences of academic leaders enrolled in leadership development. Following a leadership development program and focus groups, the main finding is that the subjective experience of academics enrolled in leadership development is positive, leading to greater knowledge, self-awareness, self-reflection, and the development of emotional intelligence, leadership styles, and skills in building high performing teams. The subjective experience is shaped by leadership development through experience, communication, and interaction with other leaders in a community of learning. Practical and theoretical implications, together with recommendations, in this study are a source of useful information for higher education institutions recognising the need to nurture the core competency of leadership within their academic cadre.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"96 - 112"},"PeriodicalIF":2.6,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45149316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Potential implications of Australia’s new post-study work rights policy and factors for regional tertiary education leaders to consider","authors":"Katrina Reid","doi":"10.1080/1360080X.2022.2112540","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2112540","url":null,"abstract":"ABSTRACT In 2019, the Australian Government introduced a new post-study work rights policy as a lever to attract international students to study and work in regional Australia. The aim of this paper is to explore the potential implications of the new policy and consider factors which may impact it from realising the intended benefits. An analysis of historical international student enrolment and post-study work rights data for three regions in Australia was conducted to make assumptions about potential growth in those three regions brought by the new policy. This illustrated that while regions are regularly homogenised in policy discourse, there are a variety of complex place-based factors that may impact the success of the policy such as local employment industries, institutional growth profile and community engagement. It recommends that tertiary education leaders undertake comprehensive place-based planning to support the intended outcomes of the policy change to be realised and sustainable.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"44 1","pages":"472 - 485"},"PeriodicalIF":2.6,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47943220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"No other choices but involution: understanding Chinese young academics in the tenure track system","authors":"Jinghui Si","doi":"10.1080/1360080X.2022.2115332","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2115332","url":null,"abstract":"ABSTRACT Based on an analysis of policy documents, questionnaires and interviews, the paper discusses the experiences of Chinese young academics on tenure-track contracts. Findings suggest that young academics perceive tenure as a managerial solution to governance reform. Meanwhile, a population-resource imbalance and the uncertainty in career progression interactively and collectively create an involuted culture where overwork is normalised for self-adaptation. While young academics are experiencing insecurity and anxiety, the study found that they adopt a wide range of strategies to actively adapt into the context. Drawing on the competitive nature, the tenure system is interpreted as both a managerial approach and a training mechanism. This competitiveness and its related precariousness seem to remain, however, uncharted in social perception. An analysis of these issues illuminates tensions and conflicts in the implementation of the tenure-track system in the Chinese context, which have important implications for future managerial policies and practices.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"53 - 67"},"PeriodicalIF":2.6,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42626437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Universities and regional engagement: from the exceptional to the everyday","authors":"Rita Suswati","doi":"10.1080/1360080X.2022.2114057","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2114057","url":null,"abstract":"","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"44 1","pages":"633 - 636"},"PeriodicalIF":2.6,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41587152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic advising delivered differently: building an advising capability for regional Australian universities","authors":"B. M. Reimers","doi":"10.1080/1360080X.2022.2109556","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2109556","url":null,"abstract":"ABSTRACT Facing increased pressure to improve participation and attainment, and significant constraints in available revenue and resources, regional Australian universities are seeking opportunities to enhance student retention in a way that is sustainable and addresses the unique circumstances of regional universities. Whilst advising models, nationally and internationally, are predominantly concentrated on an expensive and time-poor academic workforce, it is proposed that there exists an opportunity to create an advising workforce from existing institutional support services. This paper provides an analysis of competencies required for academic advisors and suggests that a model that builds on the comprehensive knowledge about course structures and institutional rules, policy, and processes already endemic to staff providing student support services, could create an effective student success advising service using existing professional services staff.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"44 1","pages":"498 - 512"},"PeriodicalIF":2.6,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41927241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}