HIGHER EDUCATION QUARTERLY最新文献

Evaluating Contextual Offer Making at Durham University 评估杜伦大学的背景录取

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-04-16 DOI: 10.1111/hequ.70025

Vikki Boliver, Karen Jones

{"title":"Evaluating Contextual Offer Making at Durham University","authors":"Vikki Boliver, Karen Jones","doi":"10.1111/hequ.70025","DOIUrl":"https://doi.org/10.1111/hequ.70025","url":null,"abstract":"<p>In common with many other higher tariff universities in the United Kingdom, Durham University uses contextual data about the socio-economic circumstances of applicants to inform decisions about whom to admit to its undergraduate degree programmes. This paper draws on data for undergraduates who entered Durham University in the period 2018–2020 (<i>N</i> = 11,392) to assess the extent to which contextual offer making has been successful in widening participation and to examine how contextually admitted students (around a fifth of all entrants) have fared academically at the university in both relative and absolute terms. Analysis of this data shows that contextual offers have helped to increase the socio-economic diversity of the undergraduate population at the university with respect to POLAR quintile and other postcode-based measures of disadvantage, but not with respect to school type. Importantly, without the availability of contextual offers, a significant minority of contextually admitted students may not have received an initial offer of a place, and around half may not have had their offer confirmed after key stage 5 examination results were announced. Relative to standard offer entrants, contextually admitted students had slightly lower pass rates and slightly lower average marks in years 1, 2 and 3 of their degree programmes, and were substantially less likely to graduate with a first and slightly less likely to graduate with at least a 2:i. In absolute terms, however, contextually admitted students performed well at the university, with pass rates of 90% or more and average marks of 60 or higher across all 3 years of study, and rates of leaving with at least an upper second-class degree of more than 80%. Overall, contextual offer making at Durham University has been a success, helping to widen participation without compromising student success in absolute terms. Improvements to student support systems are needed, however, to help close the gap in relative rates of success at degree level.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143836325","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

Initial Teacher Training of Novice Faculty in the Spanish Higher Education System 西班牙高等教育系统新教师的初始教师培训

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-04-13 DOI: 10.1111/hequ.70026

Sara Buils, Lucía Sánchez-Tarazaga, Francesc M. Esteve-Mon

{"title":"Initial Teacher Training of Novice Faculty in the Spanish Higher Education System","authors":"Sara Buils, Lucía Sánchez-Tarazaga, Francesc M. Esteve-Mon","doi":"10.1111/hequ.70026","DOIUrl":"https://doi.org/10.1111/hequ.70026","url":null,"abstract":"<div>\u0000 \u0000 <p>Educational reforms in European Higher Education have brought about substantial changes in educational policy, being necessary to address the initial training of university teachers. This study aims to analyse the training proposals for teacher induction of novice faculty in Spanish universities. The research followed an exploratory–descriptive methodology. Most Spanish universities offer ongoing teacher training for teaching and research staff, yet only about half offer specific induction training for novice faculty. This finding indicates a potential area for improvement in the initial support provided to novice faculty. The results reveal a weak structuring and systematisation of initial teacher training, notable discrepancies in training characteristics and an apparent gap in programme assessment. The induction strategy should be contextualised by matching the opportunities offered by the institution with the personal demands of the novices. Also, it should be based on a previous diagnosis and set of minimum criteria for designing induction to guarantee equal professional preparation. Practical implications on several levels are summarised in this study.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143826677","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

(Im)Mobile Academics Working at Centres of Excellence: Their Contrasting Experiences of Local and International Research Collaborations (在卓越中心工作的（非）流动学者：他们在本地和国际研究合作中的不同经历

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-04-12 DOI: 10.1111/hequ.70027

Lautaro Vilches

{"title":"(Im)Mobile Academics Working at Centres of Excellence: Their Contrasting Experiences of Local and International Research Collaborations","authors":"Lautaro Vilches","doi":"10.1111/hequ.70027","DOIUrl":"https://doi.org/10.1111/hequ.70027","url":null,"abstract":"<p>This study explores how mobile and immobile academics enact research collaborations in Centres of Excellence (CoEs) in the Social Sciences and Humanities (SSH). Modelled on Big Sciences and underpinned by human capital assumptions, CoEs aim to foster both local and international collaborations, driven by academic mobilities. Based on critical approaches to mobilities, this study presents a nuanced analysis that challenges the idealisation of mobility and its assumed positive impacts on collaboration. The findings reveal distinct logics of collaboration: immobile academics engage in constructive local collaborations that foster multidisciplinary research, and they emphasise the significance of international collaborations for both individual and collective disciplinary advancements. Mobile academics, in contrast, are largely excluded from local collaborations and their most meaningful collaborations occur internationally, whilst they depict the CoE as parochial. The study situates these dynamics within broader tensions between policy expectations and the uniqueness of academic practices in the field of the SSH.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822287","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

The Two Faces of Autonomy of Hungarian Foundation Universities 匈牙利预科大学自治的两面性

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-04-12 DOI: 10.1111/hequ.70023

Kováts Gergely, Golovics József

引用次数: 0

Navigating Complex Accountabilities: Towards Collaborative Spaces in Higher Education for Sustainable Development 导航复杂的问责制：迈向可持续发展高等教育的协作空间

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-04-09 DOI: 10.1111/hequ.70021

Wesley Teter, Teri C. Balser

{"title":"Navigating Complex Accountabilities: Towards Collaborative Spaces in Higher Education for Sustainable Development","authors":"Wesley Teter, Teri C. Balser","doi":"10.1111/hequ.70021","DOIUrl":"https://doi.org/10.1111/hequ.70021","url":null,"abstract":"<div>\u0000 \u0000 <p>Accountability is a critical part of achieving success in mutual goals and relationships. Throughout Asia and the Pacific, national authorities remain off track in achieving Agenda 2030, particularly Sustainable Development Goal Four (SDG4) on quality education. Persistent challenges, including the lack of data, effective measurement, and accountability mechanisms, continue to impede progress. This paper explores the complexities in a proposed “accountability space,” and showcases collaborative governance and accountability in higher education for sustainable development (HESD) in the Asia-Pacific region as a case study. The lead United Nations agency for higher education, UNESCO, monitors SDG4 progress guided by normative instruments such as the Tokyo Convention in Asia and the Pacific and the Global Convention on Higher Education. These conventions establish frameworks for international cooperation through policies and practices that facilitate student and professional mobility. Drawing on policy analysis, implementation reports, and anonymized data from 17 countries in the region, this case study utilises a framework for accountability applied to higher education. Findings suggest how complex accountabilities can be effectively measured using six metrics—transparency, liability, controllability, responsiveness, and responsibility—to enhance the relevance of higher education for sustainable development. The study recommends creating more inclusive collaborative spaces and calls for open accountability in higher education.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143809404","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

Measuring Change in Institutional Diversity in Higher Education in Brazil 衡量巴西高等教育机构多样性的变化

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-04-09 DOI: 10.1111/hequ.70022

André Vieira, Leonardo Rodrigues, Maria-Ligia Barbosa

引用次数: 0

Metasynthesis of Research on International Teaching Assistants in Higher Education 高等教育国际助教研究综述

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 研究与教学的正确结合：大学教师在教师教育与教育研究中的观点与实践的跨国研究

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 做我们的（不请自来的）客人。国际博士生在捷克的经历与挑战

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