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Journal of Higher Education Policy and Management最新文献

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Disrupting assumptions about graduate employability: exploring culturally and linguistically diverse university students’ graduate capitals in Australia 关于毕业生就业能力的颠覆性假设：探索澳大利亚文化和语言多样的大学生研究生之都
IF 2.6 3区 教育学
Journal of Higher Education Policy and Management Pub Date : 2023-02-28 DOI: 10.1080/1360080X.2023.2180165
S. Baker, Anna Xavier, Clemence Due, Karen Dunwoodie, Alex Newman
{"title":"Disrupting assumptions about graduate employability: exploring culturally and linguistically diverse university students’ graduate capitals in Australia","authors":"S. Baker, Anna Xavier, Clemence Due, Karen Dunwoodie, Alex Newman","doi":"10.1080/1360080X.2023.2180165","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2180165","url":null,"abstract":"ABSTRACT Employability is a powerful discourse in higher education, yet as a driver for policy and practice it has not translated into an uplift in graduate outcomes for all student groups. In particular, Culturally and Linguistically Diverse Migrant and/or Refugee (CALDMR) students experience inequitable graduate outcomes and access to meaningful employment opportunities. Drawing on a national study of career advisors and CALDMR students’ experiences of how Australian universities support their career development, we examine CALDMR students’ employability through the conceptual framework of graduate capitals. We make two key contributions: firstly, we offer insights into staff and student perceptions of university approaches with CALDMR. Secondly, we identify a lack of linguistic and cultural diversity conceptualisations of employability by examining the experiences of CALDMR students and staff through the lens of graduate capitals. We disrupt the assumptions and presumed familiarity with cultural knowledge.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"174 - 191"},"PeriodicalIF":2.6,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42258466","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}
引用次数: 0
The role of the university environment in shaping education and employment inequalities 大学环境在形成教育和就业不平等方面的作用
IF 2.6 3区 教育学
Journal of Higher Education Policy and Management Pub Date : 2023-02-28 DOI: 10.1080/1360080X.2023.2180170
Anesa Hosein, Kieran Balloo, N. Byrom, C. Essau
{"title":"The role of the university environment in shaping education and employment inequalities","authors":"Anesa Hosein, Kieran Balloo, N. Byrom, C. Essau","doi":"10.1080/1360080X.2023.2180170","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2180170","url":null,"abstract":"ABSTRACT Life course theory posits that social, structural, and cultural contexts shape individuals’ life outcomes. Using this theory, we investigated whether inequalities in education and employment outcomes for young people with marginalised identities are shaped by the university environment they attended. Based on UK national statistics, universities with similar social, cultural, economic, and physical environments were clustered. These clusters were linked to the Longitudinal Study of Young People in England (LSYPE) cohort dataset to determine whether different university environments predicted differences in outcomes. We observed a mixed picture with no definitive pattern for any marginalised identity. Social and economic environments played a role in predicting education outcomes of young people. Social, cultural, and economic environments were important in predicting employment outcomes. The physical environment did not have any impact. This research emphasises a need for more creative policies within certain universities that address education and employment inequalities.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"223 - 242"},"PeriodicalIF":2.6,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43475142","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}
引用次数: 0
‘It was like navigating uncharted waters’: exposing the hidden capitals and capabilities of the graduate marketplace “这就像在未知的水域中航行”:发现毕业生市场中隐藏的资本和能力
IF 2.6 3区 教育学
Journal of Higher Education Policy and Management Pub Date : 2023-02-24 DOI: 10.1080/1360080X.2023.2180161
S. O’Shea
{"title":"‘It was like navigating uncharted waters’: exposing the hidden capitals and capabilities of the graduate marketplace","authors":"S. O’Shea","doi":"10.1080/1360080X.2023.2180161","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2180161","url":null,"abstract":"ABSTRACT Differentials in graduate employment outcomes are pervasive across Australian higher education. Workforce participation is not evenly distributed across student cohorts, and learners disadvantaged by material resources or geographic location remain under-represented in overall employment rates. This inequity demands in-depth and systematic analysis that considers lived experience of navigating the transition between university and the workplace. This article reports on findings from a 2019 study with Australian graduates, which focused on those learners who were the first in their immediate family to participate in university. The findings point to the diversity of capitals and capabilities that participants drew upon to successfully navigate the postgraduate market. Drawing upon a capital/capability theoretical framing provides insight into the ways in which university staff and policymakers can recognise and leverage the existing strengths of learners to better prepare individuals to achieve their ‘fertile’ functioning within the contemporary graduate landscape.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"126 - 139"},"PeriodicalIF":2.6,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48391917","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}
引用次数: 0
Autism spectrum disorder: reconceptualising support for neurodiverse students in higher education 自闭症谱系障碍：高等教育中对神经多样性学生的支持
IF 2.6 3区 教育学
Journal of Higher Education Policy and Management Pub Date : 2023-02-22 DOI: 10.1080/1360080X.2023.2180168
Dena Evans, Matthew Granson, D. Langford, Sophie Hirsch
{"title":"Autism spectrum disorder: reconceptualising support for neurodiverse students in higher education","authors":"Dena Evans, Matthew Granson, D. Langford, Sophie Hirsch","doi":"10.1080/1360080X.2023.2180168","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2180168","url":null,"abstract":"ABSTRACT The number of students with ASD entering higher education is increasing. Ensuring that appropriate support structures are in place is imperative for their academic, social, and personal success. However, research on students with ASD often does not include student perspectives. Mismanagement of students’ transition into higher education institutions, coupled with a general lack of knowledge regarding their unique needs, can lead to anxiety, stigmatisation, bullying, and poor performance. The objective of this cross-sectional mixed-methods study was to explore the academic, social, institutional, and environmental challenges of students with ASD. Convenience sampling resulted in a sample of 74 students enrolled at a large, urban research university in the southeastern United States. Findings revealed significant differences between gender and use of support services, diagnosis disclosure, social engagement, and difficulties interacting with neurotypical people in an environment often perceived as ill-equipped to provide support. Consequently, potential institutional, programmatic, and policy implications emerged.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"243 - 257"},"PeriodicalIF":2.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48477836","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}
引用次数: 0
The science of higher education: state higher education policy and the laws of scale 高等教育科学:国家高等教育政策与规模规律
IF 2.6 3区 教育学
Journal of Higher Education Policy and Management Pub Date : 2023-02-22 DOI: 10.1080/1360080x.2023.2180572
S. Sudirman, Vienntiny Safrilianti Effendi, Sariyah Sariyah
{"title":"The science of higher education: state higher education policy and the laws of scale","authors":"S. Sudirman, Vienntiny Safrilianti Effendi, Sariyah Sariyah","doi":"10.1080/1360080x.2023.2180572","DOIUrl":"https://doi.org/10.1080/1360080x.2023.2180572","url":null,"abstract":"","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46928367","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}
引用次数: 0
Influence of equity group status and entry pathway on academic outcomes in higher education 公平群体地位和进入途径对高等教育学业成绩的影响
IF 2.6 3区 教育学
Journal of Higher Education Policy and Management Pub Date : 2023-02-22 DOI: 10.1080/1360080X.2023.2180163
I. Li, Denise A Jackson, David R. Carroll
{"title":"Influence of equity group status and entry pathway on academic outcomes in higher education","authors":"I. Li, Denise A Jackson, David R. Carroll","doi":"10.1080/1360080X.2023.2180163","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2180163","url":null,"abstract":"ABSTRACT Higher education participation has increased worldwide given policies devoted to widening participation for under-represented groups, including the use of alternative entry pathways to university. It is, however, unknown if students admitted via alternative pathways perform well academically. This study uses data for 81,874 students from 16 Australian universities to examine academic performance by entry pathway. Students admitted via alternative pathways generally have poorer academic scores in their first year and over their course than peers coming from secondary school, particularly those entering via vocational education. However, students from enabling programs perform better academically than secondary school entrants. Further, students from under-represented groups are outperformed academically by their more privileged counterparts, particularly Indigenous students and those from low SES and non-English speaking backgrounds. These findings reflect the need to review academic support for students from certain entry pathways and equity groups to enhance their academic success in higher education.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"140 - 159"},"PeriodicalIF":2.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46974137","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}
引用次数: 0
Balancing the books: how we can better support students who are parents 平衡账目：我们如何更好地支持为人父母的学生
IF 2.6 3区 教育学
Journal of Higher Education Policy and Management Pub Date : 2023-02-20 DOI: 10.1080/1360080X.2023.2180164
L. Andrewartha, E. Knight, Andrea Simpson, Hannah Beattie
{"title":"Balancing the books: how we can better support students who are parents","authors":"L. Andrewartha, E. Knight, Andrea Simpson, Hannah Beattie","doi":"10.1080/1360080X.2023.2180164","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2180164","url":null,"abstract":"ABSTRACT Striking a balance between being a parent and being a student can place heavy demands on time and energy. Many students who are parents have employment obligations and financial concerns which create additional barriers to success. Despite these difficulties, institutional support for students who are parents is often limited. Common challenges include accessing adequate on-campus childcare and parenting rooms, and scheduling study around care commitments. A distinct recognition of student parents has been largely missing from the Australian student equity space. To address this gap, we captured the first-hand accounts of 578 student parents through a national survey of their motivations, challenges, and strengths. Findings are analysed within the four stages of the Critical Interventions Framework – pre-access, access, participation, and attainment/transition out. Our article recommends new avenues of intervention to foster the success of student parents.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"160 - 173"},"PeriodicalIF":2.6,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48129008","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}
引用次数: 0
A visit to another class? Working-class graduates entering university and the graduate labour market in Finland 参观另一个班级？芬兰工人阶级毕业生进入大学和毕业生劳动力市场
IF 2.6 3区 教育学
Journal of Higher Education Policy and Management Pub Date : 2023-02-20 DOI: 10.1080/1360080X.2023.2180166
Nina Haltia, Ulpukka Isopahkala-Bouret
{"title":"A visit to another class? Working-class graduates entering university and the graduate labour market in Finland","authors":"Nina Haltia, Ulpukka Isopahkala-Bouret","doi":"10.1080/1360080X.2023.2180166","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2180166","url":null,"abstract":"ABSTRACT Working-class students often face more challenges in securing graduate-level jobs than their middle-class peers. This paper applies the concept of boundary crossing in studying the experience of Finnish business graduates from a working-class background (n = 27) and asks what types of boundaries they have faced and how they have managed them on their pathway through and after university studies. We identify three major boundaries: getting the actual study place, learning to be a student in university and graduating and getting a job in the graduate labour market. Our findings indicate that successful transitions are possible, as the Finnish higher education system enables them in many ways. However, successful boundary work demands socialising to the norms and values of the new social field as well as renewed relationships with one’s social background. This paper discusses the implications of these findings for the development of inclusive policies and practices.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"192 - 205"},"PeriodicalIF":2.6,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49669096","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}
引用次数: 2
Gender equity in STEM in higher education: international perspectives on policy, institutional culture, and individual choice 高等教育中STEM中的性别平等:政策、制度文化和个人选择的国际视角
IF 2.6 3区 教育学
Journal of Higher Education Policy and Management Pub Date : 2023-02-16 DOI: 10.1080/1360080x.2023.2180575
Rita Suswati, N. J. Malik
{"title":"Gender equity in STEM in higher education: international perspectives on policy, institutional culture, and individual choice","authors":"Rita Suswati, N. J. Malik","doi":"10.1080/1360080x.2023.2180575","DOIUrl":"https://doi.org/10.1080/1360080x.2023.2180575","url":null,"abstract":"","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45723777","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}
引用次数: 3
The STEM pipeline: pathways and influences on participation and achievement of equity groups STEM管道：股权集团参与和成就的途径和影响
IF 2.6 3区 教育学
Journal of Higher Education Policy and Management Pub Date : 2023-02-16 DOI: 10.1080/1360080X.2023.2180169
D. Edwards, S. Buckley, N. Chiavaroli, S. Rothman, J. McMillan
{"title":"The STEM pipeline: pathways and influences on participation and achievement of equity groups","authors":"D. Edwards, S. Buckley, N. Chiavaroli, S. Rothman, J. McMillan","doi":"10.1080/1360080X.2023.2180169","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2180169","url":null,"abstract":"ABSTRACT Skills in science, technology, engineering and mathematics (STEM) are promoted by the Australian government as pivotal for Australia’s economic prosperity. Research on equity groups suggests that group membership is associated with several factors linked to ‘leakage’ from the STEM pipeline of school, university and transition to work. In this paper we draw on longitudinal Australian data to understand what factors influence the participation of equity group students in university STEM courses, and to explore how the STEM pathways of those groups differ from those of non-equity students. We identified several important factors which influence participation at two critical points of the STEM pipeline; transition from school into university, and transition from university into the STEM workforce. Our results indicated that higher levels of mathematics self-concept and instrumental valuing of mathematics in early adolescence predict continuation in the STEM pathway for all students and particularly those from low socioeconomic status backgrounds.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"206 - 222"},"PeriodicalIF":2.6,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47116063","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}
引用次数: 1
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