Journal of Higher Education Policy and Management最新文献

{"title":"Critical perspectives on economics of education","authors":"A. Fitriani","doi":"10.1080/1360080X.2022.2156038","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2156038","url":null,"abstract":"introduction, but not all chapters have a conclusion. It would be better if each chapter also presented a conclusion. This 154-page book has many advantages, such as the application of very critical ideas in constructing Ubuntu values as a solution to the educational crisis on educational problems found. This book would be more interesting if it broadly examined the concept of higher education with other general education in countries with similar educational problems. In short, this book is highly recommended to enrich the understanding of philosophy in overcoming the educational crisis by policymakers, academic developers, academic leaders, and general academics.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"474 - 477"},"PeriodicalIF":2.6,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45826597","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":"Resisting neocolonial harm and localising global standards at international branch campuses: a comparative study of two Canadian cases","authors":"Xiaoli Jing, R. Ghosh, Baocun Liu","doi":"10.1080/1360080X.2022.2150799","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2150799","url":null,"abstract":"ABSTRACT Since the beginning of the 21st century, international branch campuses have experienced significant growth worldwide, and most of them are established in the Global South by the Global North, reproducing Western hegemony through education. In this context, we conducted a comparative study to analyse the convergence and divergence of the neocolonial practices at Shanghai Vancouver Film School and Algonquin College-Kuwait, two international branch campuses established by Canadian post-secondary institutions. The results demonstrate the two Canadian international branch campuses modernise and internationalise the post-secondary education system in their importing countries by resisting neocolonial harm and localising global standards. When mimicking their home institutions’ curriculum, they both exercise agency, albeit to different degrees, by resisting Western liberal ideologies and teaching contents irrelevant to the local context, attempting to create a third space for students to engage with multiple perspectives and knowledge systems.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"276 - 290"},"PeriodicalIF":2.6,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45246743","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":"Capturing teaching focused academic work: a learning-practice framework for a richer understanding of changing academic roles","authors":"N. Godbold, K. Matthews, D. Gannaway","doi":"10.1080/1360080X.2022.2148237","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2148237","url":null,"abstract":"ABSTRACT The nature of academic appointments in Australia has changed. Given the recent emergence and growth of teaching focused academics roles across countries and contexts, in this conceptual paper we begin by parsing the language and role descriptions used for these academic appointments. Then, we consider what we know about teaching focused academics roles, and the research approaches used in these studies. We identify that teaching focused academics s struggle to understand, capture, and represent the knowledge creation component of their academic workload. We argue there is a need for research that builds a richer and holistic understanding of teaching focused roles and their workloads. We offer a solution: a learning-practice conceptual framework – combining Ann Webster-Wright’s authentic professional learning and Trowler’s practice sensibility with Goodyear’s framework for design – to open new vistas of research and policy implementation.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"323 - 334"},"PeriodicalIF":2.6,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47752179","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":"Effects of repeated implicit bias training in a North American university","authors":"Beth M. Lehman, K. Colbert, S. Goltz, Audrey Mayer, M. Rouleau","doi":"10.1080/1360080X.2022.2145927","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2145927","url":null,"abstract":"ABSTRACT Although implicit bias training programs have become common, the effects of these programs on employee attitudes and behaviours are still unclear, particularly when it comes to the efficacy of repeated, mandatory training. Additional understanding of these programs’ efficacy is needed for setting effective training policy. We measured the effects of training in a mandatory bias literacy program for academic staff involved in personnel decisions at an American public university, specifically by examining the relationship among bias-related knowledge, attitudes, and behaviours and two training variables: the number of times training had been completed, and the time since last training. Time since training had a beneficial effect on behavioural intentions whereas training repetition showed a slight detrimental effect. Results of demographic factors investigated indicated effects of gender, amount of personnel-related committee service, and years at the university on training outcomes. Implications of these results for training policy at universities are discussed.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"306 - 322"},"PeriodicalIF":2.6,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43835428","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":"Rethinking and redefining internationalisation of higher education in South Africa using a decolonial lens","authors":"Savo Heleta, Samia Chasi","doi":"10.1080/1360080X.2022.2146566","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2146566","url":null,"abstract":"ABSTRACT Over the past few decades, internationalisation of higher education in South Africa has been framed and conceptualised based on the dominant approaches, concepts and definitions from the global North. Using a decolonial lens, we focus on how internationalisation is defined in South Africa. This is important as definitions influence strategic directions, policies and priorities of higher education systems and institutions. We show that replication of Eurocentric definitions is inappropriate for post-apartheid complexities and transformational priorities and contributes to the maintenance of coloniality and Eurocentric hegemony in higher education. We propose a new definition, which is relevant for the South African context and takes into consideration historical complexities and injustices, contemporary socio-economic realities, and the need for epistemic decolonisation. We hope that the new definition will have a progressive impact on different aspects of internationalisation and contribute to transformation and decolonisation of higher education in South Africa and, potentially, elsewhere.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"261 - 275"},"PeriodicalIF":2.6,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42763117","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":"Strategic and policy responses to intersectionality in higher education","authors":"Paul Harpur, B. Szucs, D. Willox","doi":"10.1080/1360080X.2022.2144790","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2144790","url":null,"abstract":"ABSTRACT This paper analyses the extent to which intersectionality is considered in university strategic approaches to equity, diversity, and inclusion, and how intersectionality is expressed within strategic plans. Intersectionality is a framework for understanding compounding experiences of those who identify with multiple diversity areas and how these factors interact to create an experience specific to this combination. Through a survey of publicly available diversity and inclusion action plans at Australian universities, this paper maps the extent of both intersectionality awareness and enactment. This paper shows that while there were mentions of intersectionality, these were often limited to aspirational statements and acknowledgements rather than meaningful enactment. This demonstrates a desire by universities to respond to intersectionality in education, but either a lack of action or understanding of how to act for positive impact. This paper provides considerations and recommendations for Australian universities to meaningfully include intersectionality in their strategies and action plans.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"19 - 35"},"PeriodicalIF":2.6,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45692108","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 academic sabbatical as a symbol of change in higher education: from rest and recuperation to hyper-performativity","authors":"B. Macfarlane","doi":"10.1080/1360080X.2022.2140888","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2140888","url":null,"abstract":"ABSTRACT The sabbatical provides an important illustration of the changing nature of academic life and is a symbol of the growing demands of performativity. Drawing on historical literature and archival sources concerning university sabbaticals at Australian and English universities, the paper demonstrates that underlying assumptions about its purposes have changed slowly, but markedly, over time. A shift has occurred from a conception of the sabbatical as a period of rest, recuperation and academic travel to one of hyper-productivity. This change is linked to the emergence of the so-called research university, the rise of performativity, and the increasing demands of an audit culture. The academic sabbatical is also an often forgotten but significant indicator of the internationalisation of universities in the nineteenth and early to mid-twentieth century.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"335 - 348"},"PeriodicalIF":2.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49470732","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":"Editorial","authors":"P. Bentley, Carroll Graham","doi":"10.1080/1360080x.2022.2136863","DOIUrl":"https://doi.org/10.1080/1360080x.2022.2136863","url":null,"abstract":"Dear Colleagues, Welcome to our final issue of 2022, which includes six articles and three book reviews, unusually including two independent reviews of the same book. We start with Hayden McDonald and colleagues’ analysis of health promotion activities at eight Australian universities and taxonomy to help implementation. Similarly, we hope our readers are enjoying some of their own health promotion activities over the holiday break. When staff return in 2023, many university managers will face the invidious task of workload allocations. Our second article, by Beth R. Crisp, reviews the literature and reflects on her professional experience administering these complex systems. Developing ‘a shared understanding of what is “good enough”’ is sound advice, particularly in organisations where unpaid overtime is (almost) a norm of professionalism. The relatively long hours of academic researchers are partly due to strong intrinsic motivation, but universities also seek to leverage this through research incentive systems. The motivations of university managers are clear, but how academics view these incentive structures is not. Félix Guerrero-Alba, Fernando Martín-Alcázar and Gonzalo Sánchez-Gardey undertook a mixed-methods study at a Spanish university to investigate this issue. The new year will see many newly minted PhD graduates returning home after completing their studies abroad. The Malaysian government, like many others, strongly encourages PhD graduates to return and bring home their knowledge, skills and connections. But returnees and their institutions face considerable challenges of adjustment, as outlined by Chang Da Wan, Aliya Kuzhabekova and Botagoz Ispambetova We certainly hope that 2023 will not bring another ‘rapid transition to online learning’ during a pandemic, but that does not mean we cannot be prepared by learning from what worked well. Dijana Townsend, Kate Wilson and Marina Harvey reflect on how the transition was achieved by applying a 3S triage process (see, solve and share) at an Australian military academy. In 2018, the Polish higher education sector underwent a series of reforms, including ‘modernising’ institutional governance with greater autonomy, hierarchy, and vertical steering from leadership. Universities also introduced more external stakeholders, counterbalancing and challenging academic and managerial control. Davide Donina and colleagues’ survey of Polish rectors offers insight into the impact of these changes on different institutional types. Sometimes people can independently and concurrently work on the same good idea. This is what happened when Rita Suswati and Shifei Duan each offered their independent perspectives on the same book Universities and regional engagement: from the exceptional to the everyday by Tatiana Lakovleva, Elisa Thomas, Laila Nordstrand Berg, Römulo JOURNAL OF HIGHER EDUCATION POLICY AND MANAGEMENT 2022, VOL. 44, NO. 6, 529–530 https://doi.org/10.1080/1360080X.2022.2136863","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"44 1","pages":"529 - 530"},"PeriodicalIF":2.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45523239","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":"Attitudes towards staff mentoring by senior leaders of a College of Education in Ghana","authors":"Freeman Akama, J. Keenan","doi":"10.1080/1360080X.2022.2140749","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2140749","url":null,"abstract":"ABSTRACT Ten interviews of senior leaders gave a clear picture about what they considered mentoring should be in a College of Education in Ghana – a coaching model of directive instruction and a hierarchical transfer of skills and knowledge. While mentoring was viewed as a central part of a training teacher’s course, funds, attitudes and workload did not allow for in-house mentoring of staff. These findings are discussed with observations of how gender and religious cultural expectation affected the responses of the senior leaders and how the management structure at the college may be inhibiting it from implementing a system of mentoring. This paper was written as a collaboration between educational lecturers in Ghana and the UK and brings a global perspective on the situation. It concludes with recommendations to managers of educational institutions to implement a mentoring structure and widen the definition of what it means to be a mentor.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"84 - 95"},"PeriodicalIF":2.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46357408","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":"Education, crisis and philosophy: Ubuntu within higher education","authors":"Muhammad Hilal Sudarbi, Sudirman","doi":"10.1080/1360080X.2022.2140103","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2140103","url":null,"abstract":"","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"472 - 474"},"PeriodicalIF":2.6,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46875940","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}