HIGHER EDUCATION QUARTERLY最新文献

Metasynthesis of Research on International Teaching Assistants in Higher Education

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-03-23 DOI: 10.1111/hequ.70020

Nihan Bursalı Boz, A. Cendel Karaman

引用次数: 0

Getting the Right Mix Between Research and Teaching: A Cross-National Study of University Teachers' Perspectives and Practices in Teacher Education and Education Studies

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-03-11 DOI: 10.1111/hequ.70019

Laura Arnau-Sabatés, Georgeta Ion, Linda Wang, Marta Kowalczuk-Walędziak

{"title":"Getting the Right Mix Between Research and Teaching: A Cross-National Study of University Teachers' Perspectives and Practices in Teacher Education and Education Studies","authors":"Laura Arnau-Sabatés, Georgeta Ion, Linda Wang, Marta Kowalczuk-Walędziak","doi":"10.1111/hequ.70019","DOIUrl":"https://doi.org/10.1111/hequ.70019","url":null,"abstract":"<div>\u0000 \u0000 <p>Integrating research into teaching gives future practitioners the opportunity to inform and enhance their own professional capacities and practices with research. This study analyses integration practices currently employed by a sample of 124 university teachers delivering teacher education and education studies courses from three research-intensive universities in Catalonia (Spain), Poland, and England. Three particular aspects of their research integration were explored: the role they perceived research to have in teaching; the level of and their strategies for research integration; and the variables explaining their use of specific research integration strategies. The majority of the participants were found to actively integrate research activities into their teaching. However, significant statistical differences were found regarding the use of four integration strategies (i.e., research-tutored, research-led, research-based and research-oriented), with participants in England practising all four more frequently than their peers in Catalonia and Poland. The most relevant variables were found to be: the country where the university is located, students' preparedness to apply research in their own professional practice and the importance given to basic research training on study programmes. Thus, this paper provides insights for education professionals and curriculum designers looking to develop mechanisms to better integrate research into teaching.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143595598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Research Assistants' Understandings of the Anger They Feel Towards Faculty Members: A Phenomenographic Study 研究助理如何理解他们对教师的愤怒？现象学研究

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-03-03 DOI: 10.1111/hequ.70018

Gökhan Özaslan, Seda Karadeniz, Serkan Güner

引用次数: 0

Be Our (Uninvited) Guest. Experiences and Challenges of International Doctoral Students in the Czech Republic

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-02-13 DOI: 10.1111/hequ.70013

Marek Urban, Nikola Kallová, Dany Josué Vigil Avilés, Yeaeun Jang, Kamila Urban

{"title":"Be Our (Uninvited) Guest. Experiences and Challenges of International Doctoral Students in the Czech Republic","authors":"Marek Urban, Nikola Kallová, Dany Josué Vigil Avilés, Yeaeun Jang, Kamila Urban","doi":"10.1111/hequ.70013","DOIUrl":"https://doi.org/10.1111/hequ.70013","url":null,"abstract":"<div>\u0000 \u0000 <p>While extensive research addresses the working conditions of international Ph.D. students in Western countries, only little explores their experiences within Central and Eastern European (CEE) countries. CEE countries favour masculine values, hierarchical structures and conservatism, and English does not serve as a primary language in both academic and non-academic contexts. This study, involving seventeen international Ph.D. students in the Czech Republic, aimed to elucidate their experiences through in-depth phenomenological interviews. Inductive analysis uncovered common challenges of international Ph.D. students, including language barriers, cultural misunderstandings, discrimination by university staff and gender biases. Participants also highlighted gaps in support and unclear career prospects, which contributed to increased uncertainty. To remain resilient, the participants emphasised the need for self-care, intrinsic motivation and self-regulation. The study suggests that enhancing university language access, equity policies, mental health services and career development programming could dramatically improve inclusiveness.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Policy and Research Engagement in UK Higher Education. Policymaker and Expert Perspectives and Priorities

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-02-13 DOI: 10.1111/hequ.70015

Georgiana Mihut, Sevda Ozsezer-Kurnuc, Rebecca Morris, Tom Perry, Emma Smith

引用次数: 0

What I Wish I'd Known: The Transition From Graduate Student to Tenure Track Faculty to Tenured Faculty

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-02-13 DOI: 10.1111/hequ.70007

Prachi B. Gala, Derek Ezell, Franklin Tillman

引用次数: 0

Academic Performance of Persistent University Students in Chile

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-02-13 DOI: 10.1111/hequ.70016

Oscar Espinoza, Luis González, Noel McGinn, Luis Sandoval, Bruno Corradi, Yahira Larrondo

{"title":"Academic Performance of Persistent University Students in Chile","authors":"Oscar Espinoza, Luis González, Noel McGinn, Luis Sandoval, Bruno Corradi, Yahira Larrondo","doi":"10.1111/hequ.70016","DOIUrl":"https://doi.org/10.1111/hequ.70016","url":null,"abstract":"<div>\u0000 \u0000 <p>Academic performance (GPA) is a fundamental factor in student success in college. Therefore, knowing the factors that influence it is important for universities. The objective of this research is to identify the determinants of university student academic performance during the first 3 years of its trajectory. The conclusions are based on data describing characteristics and behaviour of students who successfully completed three consecutive years of study in 10 public and private universities in Chile. The student participants were drawn from a selected list of all non-repeating students who entered the university in 2016 or in 2017. Data were collected from admission files and using a self-administered 39-item questionnaire. The questionnaire was applied during the first semester of 2021. Data were analysed using multilevel linear regression to control for similarities between students in the same programme. The findings show that both pre and post-enrolment variables affect performance. However, the influence of each factor varies according to the year of study. While, over the years, the importance of gender and secondary school grades increases and remains the same, respectively, selection tests are particularly important in the first year. In turn, variables associated with university experience, such as the relationship with professors or the occurrence of disruptive situations, affect performance from the first to the third year.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘I Shouldn't Really Be Here’: University Students' Perceptions and Experiences of Transitioning to University With a Contextual Offer Admission

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-02-10 DOI: 10.1111/hequ.70003

Charlotte L. Bagnall, Lucy A. James, Yvonne Skipper

{"title":"‘I Shouldn't Really Be Here’: University Students' Perceptions and Experiences of Transitioning to University With a Contextual Offer Admission","authors":"Charlotte L. Bagnall, Lucy A. James, Yvonne Skipper","doi":"10.1111/hequ.70003","DOIUrl":"https://doi.org/10.1111/hequ.70003","url":null,"abstract":"<p>Universities may offer students from disadvantaged personal or socioeconomic contexts a lower threshold for entry compared to students from a more stable or affluent background; this is termed a contextual offer. Examples may include having a health condition, disability or living and going to school in a less affluent area. While there has been extensive debate on how to enact these offers, the experiences of students who attend university with a contextual offer have been lacking in the literature. In this study, we interviewed five students from two UK Universities to explore their experiences of transitioning to university with a contextual offer. Data were analysed using Interpretative Phenomenological Analysis. Our findings suggest that students felt that their offer had given them opportunities they would not have had, which not only raised their ambitions and expectations but also negatively impacted their self-belief as many students worried about their academic abilities. Students also discussed how their contextual offer had negatively impacted their sense of belonging, both academically and socially, at university, leading to feelings of difference and lower self-efficacy; however, these feelings were ameliorated by knowing others with contextual offers. Finally, students felt that there was a need for greater awareness of contextual offers to reduce stigma and ensure that others could benefit from them. Implications for research, policy and practice are discussed.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143380594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Value Creation for Multiple Stakeholders in Higher Education Institutions

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-01-30 DOI: 10.1111/hequ.70014

Greici Sarturi, Paula Balardin Ribeiro Aragão

引用次数: 0

Exploring Transition From the Workplace to Higher Education During Covid-19: Postgraduate Quality and Provision

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-01-28 DOI: 10.1111/hequ.70000

Kristyna Campbell

引用次数: 0